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Pedagogical translation for reading comprehension in mixed HL‐L2 secondary classrooms 高中二年级混合课堂阅读理解的教学转化

Foreign Language Annals Pub Date : 2024-09-17 DOI: 10.1111/flan.12780

Sarah Albrecht

引用次数: 0

Explaining the penetrating role of technology in online foreign language learning achievement 解释技术对在线外语学习成绩的渗透作用

Foreign Language Annals Pub Date : 2024-09-10 DOI: 10.1111/flan.12781

Fangwei Huang, Haijing Zhang

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引用次数: 0

Longitudinal academic, language, and social emotional learning outcomes of graduates of a one‐way Spanish Immersion program 单向西班牙语沉浸式课程毕业生的纵向学业、语言和社会情感学习成果

Foreign Language Annals Pub Date : 2024-09-06 DOI: 10.1111/flan.12782

Amado M. Padilla, Xinjie Chen, Elizabeth Swanson, Margaret Peterson, Tatiana Zamora, Tami Girsky

{"title":"Longitudinal academic, language, and social emotional learning outcomes of graduates of a one‐way Spanish Immersion program","authors":"Amado M. Padilla, Xinjie Chen, Elizabeth Swanson, Margaret Peterson, Tatiana Zamora, Tami Girsky","doi":"10.1111/flan.12782","DOIUrl":"https://doi.org/10.1111/flan.12782","url":null,"abstract":"Seven cohorts of students (N = 258) who completed a K‐5 Spanish Immersion (SI) program in a suburban California school district were followed longitudinally through middle and high school to understand their academic, language, and social emotional outcomes. Academic and language outcomes included Spanish classes and grades, standardized Math and English Language Arts test scores, high school grade point average (GPA), language class enrollment, Advanced Placement (AP™) Spanish scores, and receipt of the Biliteracy Attainment Award. Results showed that SI graduates generally continued with Spanish language classes up through advanced levels and received high grades. They had similar middle school Smarter Balanced Assessment Consortium scores and high school GPAs as their non‐SI comparison group. There were no significant differences between SI and non‐SI students for each year on three different social emotional learning (SEL) outcomes (emotion regulation, growth mindset, and school belonging). Overall, results suggest that a K‐5 SI program can lead to positive academic and language outcomes without negative impacts on SEL.","PeriodicalId":501534,"journal":{"name":"Foreign Language Annals ","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142203195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0