A Comparison of Full-Day and Half-Day English and French Immersion Kindergarten: Children's Outcomes and Experiences
Notice bibliographique
Résumé
The purpose of this research was to examine kindergarten children’s outcomes and experiences in four program models: full-day French immersion, half-day French immersion, full-day English, and half-day English. This quasi-experimental study employed a mixed methods approach. Child participants (N=70) across the four programs were administered standardized measures of English receptive vocabulary and reading, as well as a print task, a number sense task, a drawing task, and an interview, at the beginning and end of kindergarten, as well as at the beginning of Grade 1. Additionally, children from French immersion (FI) programs were administered equivalent measures in French. Parents of child participants completed questionnaires at the beginning and the end of kindergarten, which served to provide demographic information and parents’ perspectives of their children’s experiences. Finally, in order to provide context for the study, educators (N=7) across the four programs participated in semi-structured interviews relating to program implementation and child experiences. Mixed ANOVAs were conducted in order to determine program differences at each time point. Results revealed significant differences in English word identification, with children from English full-day kindergarten (FDK) scoring significantly higher at the beginning of Grade 1 than children in either FI program, and English word decoding, with only children from half-day programs (FI and English) making significant gains over the kindergarten year. However, when analyzing French literacy skills, only children from FI FDK kindergarten made significant gains in word identification scores, and scored significantly higher in receptive vocabulary than children from half-day FI kindergarten. When examining drawing complexity, results revealed only children from FDK programs (both English and FI) made significant gains between time points. Children’s interview transcripts revealed that across all programs, play was discussed more frequently at the kindergarten level, but academics were discussed more often in Grade 1. This study makes important contributions to the literature on full-day kindergarten programming as well as second-language education. Findings suggest that FDK has a greater impact on reading in second-language contexts and that increased exposure to the second language, as well as learning through play, is beneficial for vocabulary development and word identification in the second language. In the context of education in Ontario, this study has particular relevance as school boards decide whether to offer FI at the kindergarten level with the emergence of the new play-based FDK program.
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Prédiction machine sur la base complète
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».