Promoting World Languages in Middle School
The Achievement Connection
Bibliographic Data
| ID | 8936870 |
|---|---|
| Authors | Deborah L Shultz (corresponding author), Colleen Willard‐Holt (Pennsylvania State University) |
| Year | 2004 |
| Volume | 37 |
| Issue | 4 |
| Pages | 623-629 |
| Publication date | 2004-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2004.tb02428.x |
| OpenAlex | W2146779676 |
| Language | EN |
| Citations received | 1 |
| References cited | 8 |
Do world language students exhibit higher achievement than students who choose not to study a language? This study sought the answer to this question by comparing standardized test scores of language students with those of non‐foreign‐language students. Additionally, comparisons were made between students who started language study in middle school and those who started in high school. Language students outperformed non‐foreign‐language students on all sections of the Pennsylvania System of School Assessment (PSSA) in 11 th grade but not in 8 th grade. Students who began language study in middle school outperformed other language students (who began in high school) on all sections of the PSSA and Scholastic Assessment Test (SAT). This indicates that length of language study is an important factor in subsequent performance on standardized achievement tests
Academic achievement · Achievement test · Foreign language · Language assessment · Mathematics education · Pedagogy · Standardized test · Test (biology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Student Assessment and Feedback
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |