Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs.
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| Title: | Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs. |
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| Authors: | Sutton, Ann1 (AUTHOR) asutton@uottawa.ca, Genesee, Fred2 (AUTHOR) Fred.genesee@mcgill.ca, Kay-Raining Bird, Elizabeth3 (AUTHOR) Rainingbird@Dal.ca, Chen, Xi4 (AUTHOR) xchenbumgardner@gmail.com, Sorenson Duncan, Tamara5 (AUTHOR) TamaraSorensonDuncan@cunet.carleton.ca, Pagan, Stephanie6 (AUTHOR) stephanie.pagan@ocdsb.ca, Oracheski, Joan6 (AUTHOR) joan.oracheski@ocdsb.ca |
| Source: | Journal of Immersion & Content-Based Language Education. 2024, Vol. 12 Issue 1, p1-24. 24p. |
| Subject Terms: | *English language education, *Academic achievement, *Language ability, *Language policy, *Home schooling, Linguistic minorities |
| Geographic Terms: | Canada |
| Abstract (English): | This study explored the academic achievement of students who speak a minority language (ML) at home (i.e., a language other than the official languages of Canada, English and French) and who have special education needs (SEN), in two educational programs that differed in language of instruction: English language of instruction (ELoI), and Early French Immersion (EFI). The proportion of students (n = 131) meeting the provincial standard in reading, writing, and mathematics and the effect of gender, place of birth, socio-economic status, English proficiency level, and program were analyzed. Writing was the strongest domain, followed by reading and mathematics. ML-SEN students were equally likely to meet the provincial standard whether in ELoI or EFI, and there were few significant predictors of achievement. Participating in EFI did not increase students' risk of academic difficulty. Additional supports may be beneficial to ML-SEN students in ELoI and EFI programs. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Cette étude est une exploration du rendement académique des élèves qui parlent une langue minoritaire (LM) à la maison (c'est-à-dire une langue autre que les langues officielles du Canada, l'anglais et le français) et qui ont des besoins éducatifs particuliers (BEP). La langue d'enseignement était soit l'anglais, soit l'immersion française. La proportion d'élèves (n = 131) répondant à la norme provinciale a été analysée pour les domaines de la lecture, de l'écriture et des mathématiques, ainsi que le rôle du sexe, du lieu de naissance, du statut socio-économique, du niveau de compétence en anglais et du programme selon la langue d'enseignement (anglais ou immersion). Le domaine de l'écriture était le mieux réussi, suivi de la lecture et des mathématiques. La probabilité d'atteindre la norme provinciale ne différait pas entre les participants scolarisés en anglais et ceux en immersion française et l'impact des autres prédicteurs potentiels sur la réussite était faible. Participer à l'immersion française n'a pas augmenté le risque de difficultés scolaires pour les étudiants ML-BEP. Des supports à l'apprentissage supplémentaires seraient bénéfiques pour ces élèves dans les deux types de programmes (anglais ou immersion française). [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: 176989577 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sutton%2C+Ann%22">Sutton, Ann</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> asutton@uottawa.ca</i><br /><searchLink fieldCode="AR" term="%22Genesee%2C+Fred%22">Genesee, Fred</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> Fred.genesee@mcgill.ca</i><br /><searchLink fieldCode="AR" term="%22Kay-Raining+Bird%2C+Elizabeth%22">Kay-Raining Bird, Elizabeth</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> Rainingbird@Dal.ca</i><br /><searchLink fieldCode="AR" term="%22Chen%2C+Xi%22">Chen, Xi</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> xchenbumgardner@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Sorenson+Duncan%2C+Tamara%22">Sorenson Duncan, Tamara</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> TamaraSorensonDuncan@cunet.carleton.ca</i><br /><searchLink fieldCode="AR" term="%22Pagan%2C+Stephanie%22">Pagan, Stephanie</searchLink><relatesTo>6</relatesTo> (AUTHOR)<i> stephanie.pagan@ocdsb.ca</i><br /><searchLink fieldCode="AR" term="%22Oracheski%2C+Joan%22">Oracheski, Joan</searchLink><relatesTo>6</relatesTo> (AUTHOR)<i> joan.oracheski@ocdsb.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>. 2024, Vol. 12 Issue 1, p1-24. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+policy%22">Language policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Home+schooling%22">Home schooling</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+minorities%22">Linguistic minorities</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This study explored the academic achievement of students who speak a minority language (ML) at home (i.e., a language other than the official languages of Canada, English and French) and who have special education needs (SEN), in two educational programs that differed in language of instruction: English language of instruction (ELoI), and Early French Immersion (EFI). The proportion of students (n = 131) meeting the provincial standard in reading, writing, and mathematics and the effect of gender, place of birth, socio-economic status, English proficiency level, and program were analyzed. Writing was the strongest domain, followed by reading and mathematics. ML-SEN students were equally likely to meet the provincial standard whether in ELoI or EFI, and there were few significant predictors of achievement. Participating in EFI did not increase students' risk of academic difficulty. Additional supports may be beneficial to ML-SEN students in ELoI and EFI programs. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Résumé: Cette étude est une exploration du rendement académique des élèves qui parlent une langue minoritaire (LM) à la maison (c'est-à-dire une langue autre que les langues officielles du Canada, l'anglais et le français) et qui ont des besoins éducatifs particuliers (BEP). La langue d'enseignement était soit l'anglais, soit l'immersion française. La proportion d'élèves (n = 131) répondant à la norme provinciale a été analysée pour les domaines de la lecture, de l'écriture et des mathématiques, ainsi que le rôle du sexe, du lieu de naissance, du statut socio-économique, du niveau de compétence en anglais et du programme selon la langue d'enseignement (anglais ou immersion). Le domaine de l'écriture était le mieux réussi, suivi de la lecture et des mathématiques. La probabilité d'atteindre la norme provinciale ne différait pas entre les participants scolarisés en anglais et ceux en immersion française et l'impact des autres prédicteurs potentiels sur la réussite était faible. Participer à l'immersion française n'a pas augmenté le risque de difficultés scolaires pour les étudiants ML-BEP. Des supports à l'apprentissage supplémentaires seraient bénéfiques pour ces élèves dans les deux types de programmes (anglais ou immersion française). [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.23015.sut Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1 Subjects: – SubjectFull: English language education Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Language ability Type: general – SubjectFull: Language policy Type: general – SubjectFull: Home schooling Type: general – SubjectFull: Linguistic minorities Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sutton, Ann – PersonEntity: Name: NameFull: Genesee, Fred – PersonEntity: Name: NameFull: Kay-Raining Bird, Elizabeth – PersonEntity: Name: NameFull: Chen, Xi – PersonEntity: Name: NameFull: Sorenson Duncan, Tamara – PersonEntity: Name: NameFull: Pagan, Stephanie – PersonEntity: Name: NameFull: Oracheski, Joan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 22128433 Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: Journal of Immersion & Content-Based Language Education Type: main |
| ResultId | 1 |
