Bilingual outcomes for a student with Down Syndrome in French immersion.
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| Title: | Bilingual outcomes for a student with Down Syndrome in French immersion. |
|---|---|
| Authors: | Martin, Sarah1 (AUTHOR) Sarah.Martin@dal.ca, Hodder, Christina2 (AUTHOR) christina.hodder@easternhealth.ca, Merritt, Emily3 (AUTHOR) emily@ontariohealth.org, Culliton, Ashley4 (AUTHOR) Ashley.Culliton@ais-cia.ca, Pottie, Erin5 (AUTHOR) EPottie@hrce.ca, Kay-Raining Bird, Elizabeth6 (AUTHOR) rainbird@dal.ca |
| Source: | Journal of Immersion & Content-Based Language Education. 2021, Vol. 9 Issue 2, p223-251. 29p. |
| Subject Terms: | *Down syndrome, *Bilingual students, *Inclusive education, *School rankings, English language, French-Canadians |
| Abstract: | This study investigated the French and English outcomes and experiences of one student with Down syndrome enrolled in a Canadian French Immersion (FI) program. Testing in Grades 6 and 8 revealed development in both languages, higher English than French skills, and progress across the two years in English only. English language and reading comparisons in Grade 8 showed the bilingual student had similar or better English abilities than age-matched monolinguals with Down syndrome (DS) schooled in English only. Interviews revealed that the parents were strong advocates for their son and worked closely with the school to ensure accommodations were in place in FI that fostered his success. The interviews also offered some explanation for the lack of French progress at second testing. This study provides the first evidence that FI can provide a path to bilingualism for students with DS. The findings have implications for inclusive education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151469632 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Bilingual outcomes for a student with Down Syndrome in French immersion. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Martin%2C+Sarah%22">Martin, Sarah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Sarah.Martin@dal.ca</i><br /><searchLink fieldCode="AR" term="%22Hodder%2C+Christina%22">Hodder, Christina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> christina.hodder@easternhealth.ca</i><br /><searchLink fieldCode="AR" term="%22Merritt%2C+Emily%22">Merritt, Emily</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> emily@ontariohealth.org</i><br /><searchLink fieldCode="AR" term="%22Culliton%2C+Ashley%22">Culliton, Ashley</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> Ashley.Culliton@ais-cia.ca</i><br /><searchLink fieldCode="AR" term="%22Pottie%2C+Erin%22">Pottie, Erin</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> EPottie@hrce.ca</i><br /><searchLink fieldCode="AR" term="%22Kay-Raining+Bird%2C+Elizabeth%22">Kay-Raining Bird, Elizabeth</searchLink><relatesTo>6</relatesTo> (AUTHOR)<i> rainbird@dal.ca</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Immersion+%26+Content-Based+Language+Education%22">Journal of Immersion & Content-Based Language Education</searchLink>. 2021, Vol. 9 Issue 2, p223-251. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Down+syndrome%22">Down syndrome</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+rankings%22">School rankings</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22French-Canadians%22">French-Canadians</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigated the French and English outcomes and experiences of one student with Down syndrome enrolled in a Canadian French Immersion (FI) program. Testing in Grades 6 and 8 revealed development in both languages, higher English than French skills, and progress across the two years in English only. English language and reading comparisons in Grade 8 showed the bilingual student had similar or better English abilities than age-matched monolinguals with Down syndrome (DS) schooled in English only. Interviews revealed that the parents were strong advocates for their son and worked closely with the school to ensure accommodations were in place in FI that fostered his success. The interviews also offered some explanation for the lack of French progress at second testing. This study provides the first evidence that FI can provide a path to bilingualism for students with DS. The findings have implications for inclusive education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1075/jicb.20011.mar Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 223 Subjects: – SubjectFull: Down syndrome Type: general – SubjectFull: Bilingual students Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: School rankings Type: general – SubjectFull: English language Type: general – SubjectFull: French-Canadians Type: general Titles: – TitleFull: Bilingual outcomes for a student with Down Syndrome in French immersion. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Martin, Sarah – PersonEntity: Name: NameFull: Hodder, Christina – PersonEntity: Name: NameFull: Merritt, Emily – PersonEntity: Name: NameFull: Culliton, Ashley – PersonEntity: Name: NameFull: Pottie, Erin – PersonEntity: Name: NameFull: Kay-Raining Bird, Elizabeth IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 22128433 Numbering: – Type: volume Value: 9 – Type: issue Value: 2 Titles: – TitleFull: Journal of Immersion & Content-Based Language Education Type: main |
| ResultId | 1 |
