Linguistic performance of dual language immersion students

Johanna Watzinger‐Tharp · Fernando Rubio · Douglas Tharp

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

The assessment of dual language immersion (DLI) students’ proficiency in the partner language plays a key role in program evaluation. This article reports findings from a large‐scale study, drawing on cross‐sectional assessment data from 73 schools and longitudinal data from 25 schools. Students were tested in the interpretive (listening and reading) and interpersonal (listening/speaking) modes of communication, using the ACTFL Assessment of Proficiency Towards Performance in Languages. The cross‐sectional analysis shows that French and Spanish students performed at Intermediate Low across skills in fourth or fifth grade and Intermediate Mid in sixth grade. Sixth‐grade Chinese DLI students attained near Intermediate Mid in listening and Novice High to Intermediate Low in reading and speaking. Across languages, students achieved the highest ratings in listening and, overall, performed more strongly in listening and reading than speaking. A regression analysis of students’ change scores over time revealed significant progress in nearly all tested skills and languages. Baseline scores and partner language (Chinese, French, or Spanish) accounted for significant variation in growth rates; between‐school differences were found not to be significant. The article discusses implications for assessment instruments and DLI policy and also addresses some instructional implications.

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References

2007Learning and Teaching Languages Through Content 1967Foreign Language Proficiency Levels Attained by Language Majors Near Graduation from College 2007Social Interaction and Linguistic Gain During Study Abroad 2017Effects of Dual-Language Immersion Programs on Student Achievement 1990The nature of language proficiency 1994Integrating Language and Content: Lessons from Immersion 2013Bilingual Two-Way Immersion Programs Benefit Academic Achievement 2007Linguistic, Academic, and Cognitive Benefits of French Immersion

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2019Exploring the pedagogical affordances of a collaborative board game in a dual language immersion classroom 2020Teaching and Learning Chinese through Immersion: A Case Study from the North American Context 2020A review of Korean/English and Mandarin/English dual language programs in the United States 2022The effect of early enrollment in dual-language immersion programs on children’s English reading development: findings from a 5-year longitudinal study 2024Achievement Effects of Dual Language Immersion in One-Way and Two-Way Programs: Evidence from a Statewide Expansion

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