By Stan Shapson, V D'Oyley
This ebook presents a conceptualisation of bilingual (French-English) and multicultural schooling. Its major reasons are to synthesise fresh responses to bilingual and multicultural schooling; to spot the problems coming up out of the universities’ responses to those new demanding situations; and to envision destiny instructions for academic coverage.
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This booklet presents a conceptualisation of bilingual (French-English) and multicultural schooling. Its major reasons are to synthesise contemporary responses to bilingual and multicultural schooling; to spot the problems coming up out of the colleges’ responses to those new demanding situations; and to envision destiny instructions for academic coverage.
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Extra resources for Bilingual & Multicultural Education: Canadian Perspectives (Multilingual Matters)
A variety of tests have been used during the evaluations to measure different types of English language, French language, and academic skills at different grade levels. Many of the English language tests that have been used are commercially-available standardized tests, such as the Metropolitan and California Achievement Tests, which assess: word knowledge, vocabulary, spelling, punctuation, capitalization and grammar. Other tests, such as speaking, listening comprehension, and writing tests, have been developed by the researchers.
Previous page page_28 next page > < previous page page_29 next page > Page 29 Motivation has been suggested as a selection criterion. It is likely that a high level of motivation for second language learning is probably a prerequisite in an immersion program that starts in the later grade levels. However, this does not mean that a high level of motivation is required in an early immersion program. One can assume high motivation much more readily at the kindergarten and grade one levels than one can in the junior high or intermediate levels.
E. speaking and listening comprehension; Genesee, 1976a). The differential relationship between IQ and type of French language proficiency was consistently characteristic of the performance of ETI samples evaluated in grades four to six. While this pattern was also evident in the case of the one-year LI students at certain grade levels, it was much less consistent. In particular, there was a statistically significant tendency for level of IQ and level of interpersonal communication skills in French to be positively associated in the LI program.
Bilingual & Multicultural Education: Canadian Perspectives (Multilingual Matters) by Stan Shapson, V D'Oyley