impact of early second language learning on first language a study of the confucius institute in...
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IMPACT OF EARLY SECOND LANGUAGE LEARNING ON FIRST
LANGUAGE
A Study of theConfucius Institute in Edmonton
In Partnership with Edmonton Public Schools
June 2009
Researchers Study Sponsored by The Confucius Institute in Edmonton Primary Researcher:
Dr. John Macnab: Research Support Services – Edmonton Public
Schools
Editor: Stuart Wachowicz
Chairman: Confucius Institute in Edmonton
Purpose of the Study To examine the reciprocal effect of second
language study from an early age on first language
Hypothesis: That students participating in intensive second
language training from an early age will have comparable or superior performance in formalized English language studies than students who are in unilingual programs.
Rationale for the Study: To grow demand for second language education
in school systems (especially in North America), and in particular to grow enrollment in Chinese language, a number of sincerely held, but possibly erroneous beliefs need to be addressed: L2 should wait until L1 is firmly established Early L2 can damage L1 acquisition L2 students struggling in L1 should be withdrawn
from L2 L2 learning is difficult, therefore limit to strong
students
Rationale for the Study: Such beliefs contribute to an educational
culture in which L2 is not valued as other core subjects.
Hence promotion of the idea that all students should gain a measurable proficiency in L2 is a challenge.
Subsequently promoting Chinese is even more difficult given the idea that Asian languages are harder to learn for western students
Basis for the research Edmonton Public Schools (EPS) has a 30
year history of intensive L2 education, and is the Canadian pioneer in “Bilingual” education. (80 000 students)
EPS has carefully collected years of performance data of students on Alberta government exams at grades 3, 6, 9 and 12.
The data was segregated for students in Immersion and Bilingual programs
EPS Language ProgramsProgram Age and grade Time in L2
French Immersion (age 5-17)
K-23-67-910-12
100% 85% 70% 40%
Bilingual (age 5-17)
K-67-910-12
50%30-35%15%
Second Language Courses
4-910-12
10%12.5%
Languages OfferedImmersion Bilingual Second
Language
French (3400) Chinese (2000)Arabic (1000)German ( 800)Spanish (300)Ukrainian (300)Hebrew (150)ASL (100)
French (26 000)Spanish (3 000)Chinese (1 000)German (1 000)Japanese (800)Punjabi (200)ASL (150)Ukrainian (150)Cree (300)
Research Design Local conditions and time issues ruled out a “controlled”
experiment Open boundaries Programs of Choice Student mobility
Access was available to many years worth of data of student performance on provincially standardized tests in English and core subjects. These test are written by all students in the province at grades 3, 6, 9 and 12
English tests are of high quality assessing all strands of Language Arts
Given the purpose, the research design was limited to the English results.
Research Design Based on student performance on tests the
provinces sets cut scores to determine students who achieve: Below Acceptable Standard Within Acceptable Standard Above Acceptable Standard
Grade 3 English results were used as “pre-test” Grade 6 and 9 results were used as “post-test”
scores for analysis
Research Design: Controlling Confounding Variables Provincial Achievement Tests represent
the total population of Alberta students, therefore true population parameters are available (normal population) =Control
Only students remaining in the L2 program from k to 9 were included
Individual student results were converted into Z scores: Z=(X-μ)/σ This permits tracking of growth, based upon what would be expected progress for that student.
Research Design: Data analyzed in two ways:
Statistical tests analyzed in an R computing environment (statistical computing and graphics language interface)
Graphical representation Results not broken down by specific language:
Some language programs are too small The study considered instruction in L2 in an English
environment the common treatment Programs varied slightly in content and approach in
different schools, making the total cohort better approximate a random sample than if we focused on smaller groups, yielding greater generalization.
Research Design: The Student Sample Cohort 1:
304 students who began their schooling in September 1997
Cohort 2: 286 students who began their schooling in
September 1998 Total sample size 590
Cohort CompositionCohort 1 Cohort 2 Total
Chinese Bilingual
126 122 248
French Immersion
128 101 229
German Bilingual
35 41 76
Ukrainian Bilingual
9 10 19
Arabic Bilingual 6 9 15
Hebrew Bilingual
0 3 3
TOTAL 590
Rationale for Confucius Institute Sponsorship The study has raised interest across Canada in
the media, and academic and education circles, and will play a key role in the language education debate in Canada
The largest population in the cohort are students learning Chinese
A study that could demonstrate a positive correlation between Chinese language learning and increased proficiency in L1 would be useful in promoting Chinese.
National coverage in the national media would profile the Confucius Institute as making a valuable contribution to language learning in Canada and beyond
Results:CourseCourse StandardStandard Provincial Provincial
ResultsResults % %Results for Results for Bilingual or Bilingual or Immersion Immersion students %students %
Difference Difference from from ProvinceProvince
ELA 3 Below 10 5 -5
ELA 3 Acceptable 72 72 0
ELA 3 Excellence 18 23 +5
ELA 6 Acceptable 12 4 -8
ELA 6 Below 69 70 +1
ELA 6 Excellence 19 26 +7
ELA 9 Below 12 2 -10
ELA 9 Acceptable 72 62 -10
ELA 9 Excellence 16 36 +20
Change in English Performance
Language Arts Achievement Levels
Provincial Achievement Test
Pe
rce
nt o
f Stu
de
nts
at A
chie
vem
en
t Le
vel
01
02
03
04
05
06
07
0
LA3 LA6 LA9
Standard
AcceptableBelowExcellence
Tracking Z Scores Z > 0 Above Provincial Average Z = 0 At Provincial Average Z < 0 Below Provincial Average
Result indicates that even with LESS instruction in English, Immersion and Bilingual students increased in English proficiency relative to the total population.
Grade 3 vs 9 Z Score Distribution
Grade 3 English Language Arts z-score
Per
cent
of S
tude
nts
-3 -2 -1 0 1 2 3
05
1015
20
Grade 9 English Language Arts z-score
Per
cent
of S
tude
nts
-3 -2 -1 0 1 2 3
05
1015
2025
Observations In grade 3 the student population is only
slightly above the normal distribution for the province. (This after 3 years of being in the intense L2 environment); They still have a broad distribution of results
indicating they are not an elite group. Some students are clearly struggling in English
at -2 and -3 Standard Deviations below the mean.
Observations By grade 9 this group has clearly
advanced significantly beyond the mean. The top end students in grade 3 have not
necessarily advanced, yet they are still in the “excellence” category.
It is the low end student in grade 3, the ones who struggled in English, who have made the most gains
Confucius Institute in Edmonton
Effect SizeThis effect size indicates that those students who
remained in their bilingual or immersion programs show statistically significantly greater growth in English Language Arts than would have been expected if they had tracked the control (provincial census) group.
In other words their English was better than if they had been in an English only program
Confucius Institute in Edmonton
Although these students spend significantly less time in English instruction, their English results have improved at a rate that is statistically faster than English only program students.
Confucius Institute in Edmonton
Current Conclusion If we desire the strongest results in English for
the individual student, provide, early and sustained, quality second language education.
The effect size indicates this has greater impact than any other researched intervention.
The result will be a student with strong English results, with bilingualism as a by product.
If you want strong English skills provide sustained second language instruction, in particular Mandarin.
Contact InformationThe Confucius Institute in Edmonton13750 Woodcroft Ave. Edmonton, Alberta T5M 3M4
Website: www.confuciusedmonton.ca Phone: (780) 970-5233
IMPACT OF EARLY SECOND LANGUAGE LEARNING ON FIRST
LANGUAGE
A Study of theConfucius Institute in Edmonton
In Partnership with Edmonton Public Schools