An Evaluation Study of English/Heritage Chinese Immersion Programs in Canadian Public Schools with Special Focus on Bilingual Writing Skills

カナダ　ノ　コウリツ　ショウガッコウ　ニ　オケル　エイゴ　ケイショウ　チュウゴクゴ　イマージョン　プログラム　ノ　ヒョウカ　バイリンガル　サクブンリョク　ニ　ショウテン　ヲ　アテテ

スズキ, タカオ

Suzuki, Takao

Mother Tongue, Heritage Language, and Bilingual Education Research Association

ボゴ　ケイショウゴ　バイリンガル　キョウイク　ケンキュウカイ

公立学校

パーシャル・イマジネーション

三位一体の運営

バイリンガル作文力

In this study, an English and Mandarin bilingual program in public elementary schools in Western Canada was evaluated through the framework of the macroscopic model of determinants of additive bilingualism and subtractive bilingualism. In the study, writing was focused on in order to measure the students' outcomes and type of bilingualism. According to the analyses of students' bilingual writing in grades 3 and 6, there was no significant difference in English proficiency compared with unilingual students. However, as to Chinese proficiency, students in both grades had significantly lower proficiency than unilingual students. In terms of provincial achievement tests, bilingual students made considerable effort in English language arts, and their scores were only slightly lower than the provincial average. However, their scores in the other subjects were higher than the provincial average. Overall, the findings indicate that this bilingual program contributes to the ability of minority children to learn academic subjects through their heritage language and English. In addition, the support of ethnic communities and their participation in the running of the bilingual program appear to be fundamentally important for the bilingual schooling of linguistic minority children.