Did a Foreign Language in the Elementary Schools (FLES) Program in a Kansas School District Affect Students' Academic Achievement in English

Bibliographic Data

ID8937229
AuthorsBernard G Schuster (corresponding author)
Year2005
Volume38
Issue3
Pages344-356
Publication date2005-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueForeign Language Annals (JOURNAL)
Journal identifiersISSN: 0015-718X • E-ISSN: 1944-9720
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1944-9720.2005.tb02221.x
OpenAlexW2057625009
LanguageEN
Citations received2
References cited11

What happens to English academic achievement when valued class time is devoted to a foreign language in the elementary schools (FLES) program? Is there a reduction in achievement as suggested by a time‐on‐task hypothesis, or is there some form of compensation, as suggested by additive bilingualism? The school district in this study started a FLES program with Grade 2 students in five schools in 1995–96, and the students continued FLES through Grades 3, 4, and 5. Students in the other eight district schools received no FLES. The FLES and no‐FLES students were compared based on the Grade 6 Iowa Test of Basic Skills (ITBS), using Grade 2 ITBS Survey Battery to control for initial variation in test scores. No significant statistical difference was found

Academic achievement · Academic year · Achievement test · Affect (linguistics · Class (philosophy · Foreign language · Mathematics education · Pedagogy · School district · Standardized test · Statistical analysis · Test (biology · EFL/ESL Teaching and Learning · Mathematics · Multilingual Education and Policy · Psychology · Reading and Literacy Development

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