Effects of Immersion Programs on Native-Language Literacy
CIED: Critical Review of Professional Journal Articles
Haylee Roy
March 24, 2011
Contemporary Issues in Language Teaching and Learning:
Effects of Immersion Programs on Native-Language Literacy I. Bibliographic Entries
Cunningham, Thomas C., and C. Ray Graham. “Increasing Native English Vocabulary Recognition Through Spanish Immersion: Cognate Transfer from Foreign to First Language.” Journal of Educational Psychology. 92.1 (2000): 37-49. Print.
Cited as (Cunningham and Graham, 37-49)
Harper, Sarah Nicole. “Narrowing the Gap in Early Literacy for French Immersion Students: The Effects of a Family Literacy Intervention on Grade 1 Children’s English and French Literacy Development.” (A thesis submitted in conformity with the requirements for the Degree of Doctor in Philosophy Department of Human Development and Applied Psychology. Ontario Institute for Studies in Education, University of Toronto). (2010): 1-109. Print.
Cited as (Harper, 1-109)
Reading, Suzanne. “Differential Effects of French and Spanish Immersion Education on English Literacy Skills.” Bilingual Research Journal. 31. (2008): 115-145. Print.
Cited as (Reading, 115-145)
II. Nature of the Problem
The authors of the journal articles listed above are all concerned with the effects of foreign language immersion on native language literacy. There have been studies all around the world related to this topic that allow us to see if immersion in another language truly benefits the native language development of the students. Through the studies made in an effort to prove or disprove the hypotheses in the journal articles , we are able to view statistics based on a variety of ages, treatments, socio-economic statuses, and differences in gender. There are many factors that play a role in the outcomes of the studies made about the effects of foreign language immersion on the literacy of a native language. Most language-immersion research conducted in both Canada and the United States
Haylee Roy
March 24, 2011
Contemporary Issues in Language Teaching and Learning:
Effects of Immersion Programs on Native-Language Literacy I. Bibliographic Entries
Cunningham, Thomas C., and C. Ray Graham. “Increasing Native English Vocabulary Recognition Through Spanish Immersion: Cognate Transfer from Foreign to First Language.” Journal of Educational Psychology. 92.1 (2000): 37-49. Print.
Cited as (Cunningham and Graham, 37-49)
Harper, Sarah Nicole. “Narrowing the Gap in Early Literacy for French Immersion Students: The Effects of a Family Literacy Intervention on Grade 1 Children’s English and French Literacy Development.” (A thesis submitted in conformity with the requirements for the Degree of Doctor in Philosophy Department of Human Development and Applied Psychology. Ontario Institute for Studies in Education, University of Toronto). (2010): 1-109. Print.
Cited as (Harper, 1-109)
Reading, Suzanne. “Differential Effects of French and Spanish Immersion Education on English Literacy Skills.” Bilingual Research Journal. 31. (2008): 115-145. Print.
Cited as (Reading, 115-145)
II. Nature of the Problem
The authors of the journal articles listed above are all concerned with the effects of foreign language immersion on native language literacy. There have been studies all around the world related to this topic that allow us to see if immersion in another language truly benefits the native language development of the students. Through the studies made in an effort to prove or disprove the hypotheses in the journal articles , we are able to view statistics based on a variety of ages, treatments, socio-economic statuses, and differences in gender. There are many factors that play a role in the outcomes of the studies made about the effects of foreign language immersion on the literacy of a native language. Most language-immersion research conducted in both Canada and the United States