scholarly journals Affective variables in a foreign language immersion programme: a quantitative study

2020 ◽  
Vol 47 ◽  
pp. 77-93
Author(s):  
Marta Del Pozo Beamud
Keyword(s):  
Foreign Language ◽  
Quantitative Study ◽  
Language Immersion ◽  
Affective Variables ◽  
Foreign Language Immersion ◽  
Educación Primaria

La inmersión lingüística ha cobrado mucha importancia durante las últimas décadas, ya que muchos estudiantes de todo el mundo se han beneficiado de esta experiencia tan motivadora. Por tanto, el objetivo principal de este estudio es determinar si una semana de inmersión en inglés tiene una influencia positiva en los niveles de motivación extrínseca e intrínseca, ansiedad en LE y los yoes en LE (Deci Ryan 2000, Dörnyei, 2005, Horwitz, Horwitz Cope 1991). Nuestros participantes son estudiantes de educación primaria (M: 11,5) que participaron en dicho programa. Estos cumplimentaron un cuestionario cuantitativo al llegar (test) y antes de terminar la semana (retest). Con el fin de comparar los resultados obtenidos en ambos momentos se utilizaron análisis ANOVA de un factor. Los resultados indicaron que después de la experiencia, la motivación aumenta, mientras que la ansiedad disminuye y la presencia de los yoes en los participantes se debilita.

scholarly journals FOREIGN LANGUAGE IMMERSION SEBAGAI REPRESENTASI PENDIDIKAN BILINGUAL DI SD MBF AL ADZKIYA WONOSOBO

2018 ◽  
Vol 5 (2) ◽  
pp. 128-133
Author(s):  
Atinia Hidayah
Keyword(s):  
Foreign Language ◽  
Language Immersion ◽  
Foreign Language Immersion

Sebagai sekolah swasta, Al Adzkiya hadir dengan jenis pembelajaran istimewa yang merupakan pendidikan bilingual. Penggunaan bahasa Inggris diterapkan hampir setiap hari yang melibatkan beberapa program khusus untuk mendukung pendidikan dwibahasa. Penelitian ini bertujuan untuk mendeskripsikan bagaimana Foreign Language Immersion dipraktekkan di sekolah ini, dan menghasilkan hasil pemenuhan keterampilan Bahasa Inggris pada tiga program besar yang diadakan yang meliputi English Morning Menu, English Day, dan English Week. Studi ini berfokus pada program-program, guru, siswa, dan lingkungan sekolah. Studi ini menunjukkan bahwa tiga program yang dianggap sebagai bagian dari Foreign Language Immersion yang disebutkan di atas memenuhi kemampuan bahasa Inggris utama yaitu keterampilan menyimak, berbicara, membaca, dan menulis.

Phonological development in two-way bilingual immersion

2017 ◽  
Vol 3 (1) ◽  
pp. 80-108 ◽  
Author(s):  
Mandy Renee Menke
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speaker ◽  
Language Immersion ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Foreign Language Learners ◽  
Immersion Programs ◽  
Foreign Language Immersion

In spite of the well-documented advantage of an early age of acquisition, findings from one-way (foreign language) immersion programs suggest that this instructional context is insufficient for acquisition of nativelike articulations by child foreign language learners. It has been suggested that the lack of exposure to native speaking peers may contribute to reported non-native pronunciation. This study expands upon the previous research with child second language learners of Spanish, exploring how children, who learn academic content in Spanish, alongside native Spanish-speaking peers produce the Spanish vowels. Few differences are observed between the learner and peer native speaker groups, suggesting that the direct contact with native speakers of Spanish afforded by two-way bilingual immersion promotes phonological acquisition.

scholarly journals Deberes escolares y rendimiento académico en Educación Primaria

2015 ◽  
Vol 31 (2) ◽  
pp. 562 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Pedro Rosário ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Mathematics Achievement ◽  
Foreign Language ◽  
Primary Education ◽  
Predictive Variables ◽  
Time Optimization ◽  
And Gender ◽  
Educación Primaria ◽  
The Relationship

This paper analyzes the relationship between homework behavior and academic achievement using a sample of students from the last three years of primary education. The variables associated with student involvement in homework were the <em>amount of homework completed</em>, <em>the time spent on</em><em> homework,</em> and <em>homework time optimization</em>, while <em>academic achievement</em> was estimated based on the grades in mathematics and foreign language (english). The possible effect of the course and gender when calculating the level of predictive variables concerning the homework on academic achievement was analyzed. The results indicated that the amount of homework done and the optimization of the time dedicated at homework significantly and positively predicted academic performance in both subjects.  However, the amount of time spent on homework was not relevant. Finally, while gender was not statistically significant in predicting academic achievement, the course itself was statistically significant: as the course advances the mathematics achievement tends to diminish.

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