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Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?

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Bibliographic Details
Title: Evaluating the Oral Language Skills of English-Stream and French Immersion Students: Are the CLB/NCLC Applicable?
Language: English
Authors: Burchell, Diana, Hipfner-Boucher, Kathleen, Selvachandran, Janani, Cleave, Patricia, Chen, Xi
Source: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée. 2020 23(2):118-140.
Availability: Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Peer Reviewed: Y
Page Count: 23
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Descriptors: Oral Language, Grade 2, Elementary School Students, French, Immersion Programs, Second Language Learning, Second Language Instruction, English, Native Language, Benchmarking, Comparative Analysis, Foreign Countries, Receptive Language, Vocabulary Skills, Narration, Conventional Instruction, Listening Skills, Evaluation Criteria, Scores, Language Tests, Student Evaluation
Geographic Terms: Canada
ISSN: 1481-868X
Abstract: This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (1) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English; and (2) to explore the applicability of the Canadian Language Benchmarks/"Niveaux de compétences linguistiques canadiens" (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1273131
Database: ERIC
Description
Abstract:This study examined the oral language skills of grade-two anglophone children enrolled in French Immersion and English-stream programs. The study had two objectives: (1) to compare performance between the groups on measures of receptive vocabulary, narrative comprehension, and narrative production (i.e., structure and language) in English; and (2) to explore the applicability of the Canadian Language Benchmarks/"Niveaux de compétences linguistiques canadiens" (CLB/NCLC) to assessment of their conversational competency. All children (English-stream n = 27, French Immersion n = 33, aged 7-8 years) were tested in English. In addition, the French Immersion students were tested using equivalent measures in French. The results comparing performance in English revealed no differences between the groups on receptive vocabulary, narrative comprehension and narrative structure. However, the English-stream children outperformed their French Immersion peers in narrative language. Furthermore, CLB/NCLC listening and speaking criteria were applied to conversational samples yielding level scores in English (both groups) and French (French Immersion only). The range of benchmarks that are appropriate for this population is discussed in detail.
ISSN:1481-868X