Spanish and Chinese Immersion Students` Perceptions of

Transcription

Spanish and Chinese Immersion
Students’ Perceptions of
Bilingualism and Biculturalism
Kathryn Lindholm-Leary, Ph.D.
San José State University
CABE 2007, Long Beach Calif
Rationale
Considerable research on dual language/two-way
programs, but most research focuses on:
Academic achievement outcomes, and little on
students’ attitudes toward bilingualism or cultural
knowledge.
Elementary-level students, and relatively few
studies on middle school students.
Most studies on students in Spanish programs,
little on students in Chinese programs.
Ever dream about being bilingual
or have
NIGHTMARES because you are not?
Purpose
Examine students’ ratings of their language
proficiency-related skills and cultural knowledge;
advantages of bilingualism; importance and
comfort in interacting with others.
Compare & Contrast outcomes for:
 90:10 vs. 50:50 programs - Spanish
 Spanish vs. Chinese programs
 Grades 5-6 (elementary) vs. 7-8 (middle)
 Males vs. females
Students in the Study
 566 Students in Grades 5-8
 10 schools (5 Elementary, 4 Middle, 1 K-8)
 About 1/3 grade 5, 1/3 grade 6, 1/3 grades 7-8
 About 1/2 boys & 1/2 girls
 About 2/3 90:10/80:20 and 1/3 50:50
 About 505 students in Spanish programs, and
61 students in Chinese programs
Data Collected
 Students completed a questionnaire requesting
information on language proficiency, perception of cultural
knowledge, rating of program
 1/2 of items -- student read a statement & indicated level of
agreement -- disagree strongly, disagree, agree, strongly agree
1/3 of items asked students to select a response from the alternatives
 Students completed an additional assignment on bilingualism. They
were to write an essay OR an advertisement OR a cartoon for
becoming bilingual OR for participating in a Spanish/English
bilingual/two-way/dual language program. They were given some
ideas about things about which they could write. They were instructed
that they could complete the assignment in English (or Spanish, for
Spanish programs).
Language Proficiency
I love being trilingual and I hope I can learn even more languages.
Being cuatralingual is fun.
I speak Korean, Japanese, English & Spanish.
Proficiency in Spanish/Chinese
Self Ratings
 Self rating using rubrics--5 levels:
Rubrics differed according to proficiency area:
 Listening comprehension
 Fluency
 Vocabulary
 Grammar
• Level 1: basic statements, words/structure
• Level 2: main points, simple words/structure
• Level 3: participate in many conversations
• Level 4: more extended discussions
• Level 5: native-like proficiency
Spanish/Chinese Proficiency
Self Ratings
Differences:
• 90:10 > 50:50
in Fluency
• No other
significant
differences
• model type
• grade level
• gender
Close to 70% rated
themselves 3 or higher
50%
48%
34%
18%
Student Ratings of Oral Language
Chinese/Spanish Skills
Most students
have the skills to:
Differences:
• Converse with peers
• SP: older>younger
• Provide information
• Express feelings
• 90>50; SP: older>younger;
•
•
•
female>male
Express opinions
• 90>50; SP: older>younger
Present information
Understand variety of topics
Student Ratings of
Literacy Skills in Chinese/Spanish
Read/Write WELL in Spanish/Chinese for grade level 87%
Differences:
• 90:10 > 50:50
• Spanish>Chinese
• SP: older > younger
• I can translate from
English to Spanish/Chinese
(or Span/Chin to English)
• Spanish>Chinese
• 90>50
Student Ratings of
Literacy Skills in English
Almost all students believe they
read/write WELL in English and
have the English skills to do all their work
Differences:
90:10 > 50:50 in
Read/Write in English
• No other significant
differences
• model type
• grade level
• gender
• language (Chinese vs.
Spanish)
Bilingual Skills
Student Rating:
Very or somewhat
bilingual = 98%
Differences:
• I would say that I am _ Bilingual
• 90>50
• Spanish>Chinese
Very Bil
• 90:10 students more likely to be
High bilinguals (42% vs 14%);
50:50 more like to be LOW
bilinguals (27% vs. 12%).
• Significant relationship between
students’ rating as bilingual and
teachers’ ratings of bilingual
proficiency.
Teacher Rating:
High or Medium
bilingual = 81%
High Bil
Yo
!
N
FU
Special
al
i
c
e
p
Es
m
e
si
en
Pr
ou
to
d
or
gu
g
Fasc
n
i
t
inan
na
i
c
s
te Fa
llo
sa
…me hace sentir muy, muy, muy, muy feliz!
t
n
e
g
i
l
l
inte
e
r
o
M
I love being bilingual
Es dem
asiado
import
ante
Es genial It is awesome!!! Super awesome! Cool
It feels
Maravilloso
Magnífico
good
io
g
e
l
i
v
i
pr
n
u
s
E
Perceptions of Bilingualism
Differences:
1. Understand L1 better
• 90:10>50:50; Spanish>Chinese
2. Link between L1 & L2
• No differences
3. Bilingual more creative
• 90:10>50:50; Spanish>Chinese;
4.
SP: older>younger
2 languages similar/different
• Spanish>Chinese
Value of Bilingualism
in Social Relationships
Differences:
• Have Hispanic/Chinese friends
who wish they could speak
Spanish/Chinese
• Spanish>Chinese
• Females>Males
• Have friends who speak only
English & cannot speak to their
parents, grandparents, or other
family members who speak only
Spanish/Chinese
• Spanish>Chinese
 “Now that I’m in this school I could talk to my family without
saying ‘What does that mean?’.”
 “Talking to my grandparents is important to me. They tell me
many things. In order for me to communicate with them, I must
speak Spanish. Not many of my cousins can speak Spanish, so
now my grandparents have someone else to speak to. Being
bilingual helps me by allowing me to speak to my grandparents.”
grandparents
 “I like talking to my family in Spanish because some of my
grandparents don’t really know how to talk in English so what I do
is translate the English to them. Sometimes then they go to the
store with me, I help them.”
 “I have an uncle who only knows Mandarin so I have to speak
with him in Mandarin.”
Mandarin
 “Bilingualism is a very strong word, because this will help
you have a future.”
 “I honestly think if you work hard, it [learning two languages]
will be as easy as killing a bug.”
bug
 “Being an 8th grader in this Spanish program, I find this
extra class stretching the extra mile, although I find learning
another language and culture all the more rewarding.”
 “Tus padres te dan regalos porque se ponen felices de que
sean bilingüe. Otro motivo es que le respetan más y te
consideran una mejor persona.”
persona (Your parents give you
presents because they are happy that you are bilingual.
Another reason is that they respect you more and consider you
a better person)
Benefits of Studying Through Two Languages
Or Being in Dual/Two way Program
Differences:
• Confidence to do well in school
• 90:10>50:50
• Spanish>Chinese
• SP: younger>older
• Enjoy study through 2 languages
• Spanish>Chinese
• CH: younger>older
• Glad I’m in the Spanish/Chinese
immersion program
• Spanish>Chinese
Weighing the
Advantages & Disadvantages
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Advantages
DISadvantages
Can communicate with more/different people • More (double) homework
Can talk to grandparents, other family
• Have to translate for
Have a better social life, more friends
parents or others
Can help others
• Hard work, tough
Improve the world
• Time consuming
Can translate for others
Have more knowledge, intelligence
Better future
Better job
More clients (lawyers, doctors)
Make MORE MONEY!!!!!
Understand other cultures
Easier to learn other languages
Can help in emergencies/save a life
Watch movies in another language
Read books in more languages
“Secret” language
Impress others
 “Even though there may be some good things about being bilingual,
there are also many disadvantages causing misery and maybe even
make me quit. Some examples of these actions are that I have to do
more homework, I have to get up earlier, and I have to do a lot more
studying than most people. I also have to work a lot harder to keep my
Chinese grade up, and my regular grades. Overall, even though I really
want to quit because it’s so hard, but at the same time, I kind of don’t
because I know that when I get older, learning Chinese will help me get
a job in the future. I hope to become a fluent speaker in Chinese.”
 “Even though I don’t really like speaking Spanish, I know that being
bilingual will help me in the future.”
future
 “I don’t really like to help my parents translate but when you do and
make somebody happy you feel all good inside.”
 “There is a disadvantage because you have to take two tests during
the CAT testing -- one in Spanish and one in English. But it’s worth
doing the two tests.”
tests
Different Considerations for
Middle School Students
Advantages

Lots of students mentioned
college









DISadvantages

Immersion program looks
good on college
application
Get into better colleges
Can take AP class & get
college credit
Better prepared for college
Challenge courses in
school
Exchange program
Travel to other countries
Can talk with family
More friends, more dating
possibilities


Many middle school
programs require a 0
period -- students have
to come to school 1
period earlier than other
students -- many
complaints about this
(but they still attend)
Lots of homework.
Studying
Spanish/Chinese is
harder & takes time
away from other classes.
Have to take 2 tests
Kathryn Lindholm-Leary,
Ph.D.
Ph.D.
Student Perceptions
Impact of Bilingualism on Thoughts
Differences:
• Feel different
• 90:10>50:50
I would say that when I
am talking in Sp/Ch, I
feel __ about how I
think about things than
when I speak English
• Chinese>Spanish
• SP: younger>older
• Hi bil > Med bil >
Low bil
• Different outlook
• Spanish>Chinese
• Hi bil > Med bil >
Low bil
I look at things
(world events,
culture) a little
differently than my
monolingual friends
✸ “I am also (I think) a lot smarter than all my friends that know
only one language. I can read in one language and understand it
in the other.”
✸ “Knowing two languages can be an advantage because if you
don’t know what something means in English, you can try to
figure it out in Spanish and translate to English.”
✸ “Also any other academic things that you do will be easier for
you once you are bilingual, because another part of your brain is
now functioning.”
✸ “One more advantage is that knowing another language
exercises your brain, which helps you learn in school better.”
Cultural Proficiency
Student Perceptions
Knowledge of Culture
Differences:
• Learning Spanish/Chinese helps me
understand a little more about
Hispanic/Chinese people
• Spanish>Chinese
• I have a better understanding of other
cultures as a result of the readings and
topics we’ve studied in the program
• Spanish>Chinese
• I attend Hispanic/Chinese
cultural activities
• Spanish>Chinese
• CH: older>younger
Ph.D.
Student Perceptions of
Knowledge of Culture
Differences:
• Understand some aspects of
LatinAm/Hisp/Chinese culture
• 90:10>50:50
• Spanish>Chinese
• Enjoy LatinAm/Hisp/Chinese
music and/or art, literature
• Spanish>Chinese
Student Ratings of
Cultural Knowledge
Considerable or some knowledge = 97%
Differences:
• I would say that I have ____
knowledge of Hispanic/Chinese
culture
• 90:10>50:50
• Spanish>Chinese
 “It isn’t about learning the language, it’s about connecting
with culture and learning as much as possible.”
 “You also have an open mind about other things. You’re more
sensitive and understand people better.”
 “I understand more things about cultures.”
 “Over time I discovered another whole different culture. There
was way more stuff in a culture and language than I every
imagined.”
 “I also did plays in Chinese in third and second grade and it
felt good to tell the story in a completely different language.”
“Another advantage is that I am able to participate in many
Chinese cultural activities such as festivals that only Chinese can
participate in.”
 “The second advantage is you can read books of different
languages. For example, a book like the Monkey King, is only
good in Chinese because it is more exciting, adventurous, and
humorous.”
 “You will be able to read old stories in their original
languages, like Don Quixote.”
Interactions with Others
Comfort in Interactions
with Various Groups
Interactions with
I would say that I feel very comfortable, fairly
comfortable, UNcomfortable in interacting in
situations/groups with mostly
• Latinos/Hispanics/Mexicans (Span Programs)
• Chinese or Chinese American (Chin Program)
• White/Euro-American
• Other (you select)
• Few students feel UNcomfortable
in interacting with students from
various backgrounds.
• Students feel most comfortable
with Hispanics (sample has more
Hispanics)
• Euro and African American are
perceived similarly
Hisp . Euro . Asian . African Am
Spanish vs. Chinese Immersion
• Both Spanish & Chinese two-way
Interactions with
Euro Am . Asian Am
immersion programs enable students to
feel comfortable interacting with EuroAmerican and Asian American people.
• Students in Spanish two-way
immersion feel significantly more
comfortable in interacting with EuroAmericans than students in Chinese twoway immersion.
• Students in Spanish & Chinese twoway immersion feel equally comfortable
interacting with Asian Americans (not
statistically significant).
Hispanics vs. Euro-Americans
(Spanish Two-Way)
Interactions with
Euro Am . Hispanic
• Students are significantly more
comfortable in interactions with those of
their own ethnic group.
• However, each group is still at least
fairly comfortable in interacting with
those of the other group.
Why They Feel Comfortable
• In asking students why they feel
COMFORTABLE interacting with these
groups, the reasons were:
• can communicate with group (23%)
• have interacted with group (19%)
• understand their culture (9%)
• combination of these (50%--all but
1% include ability to communicate)
Why They Feel UNcomfortable
• In asking students why they feel
UNcomfortable interacting with these
groups, reasons were the same:
• canNOT communicate with group
(24%)
• have NOT interacted with group
(36%)
• do NOT understand culture (21%)
• combination of these (19%--all but
1% include experience interacting
with group)
Ph.D.
by Level of Bilingualism
(Spanish Two-Way)
Interactions with
Euro Am . Hispanic
• In interacting with Hispanics,
there is a significant influence of
bilingualism: High bilinguals are
more comfortable than Medium
bilinguals, who are more
comfortable than Low bilinguals.
• In interactions with EuroAmericans, level of bilingualism
is not significantly different.
Perceptions of Respect
for Language & Culture
Differences:
• Feel valued in the program
• Spanish > Chinese
• CH: Younger>Older
• School respects my
background & culture
• Spanish > Chinese
• Females>Males
Conclusions
Students perceive that they are bilingual --
they have the English and Spanish/Chinese oral
and literacy skills to complete a variety of tasks.
 There were significant differences in some
items favoring 90:10 model over 50:50, older
students over younger students.
 Students perceive that they have considerable
cultural knowledge.
 Differences favored students who were more
bilingual.
Conclusions
Students have positive attitudes about the benefits of
bilingualism and program. Students see lots of
advantages, few disadvantages. Advantages include:
 Smarter, think better, do better in school, challenged
to think, confident, have more friends, can help others,
can communicate with family, better job/career/pay,
better future.
 Students felt valued in program and were glad they
participated.
Conclusions
Students feel comfortable in interacting with people from
other groups. Some differences:
 Students tend to feel more comfortable with their own
ethnic group.
 Students are more comfortable when they can
communicate with people from another group; High
bilinguals felt more comfortable with other groups than
Low bilinguals.
 Students feel least comfortable when they don’t
understand the culture or have little experience in
interacting with that group.
 “In both classes, we are treated with respect, we never get
yelled at, and we all have a fair share of the classroom. At my
school, I feel safe and well protected. [School name] is my
family and I belong here.”
 “If it was up to me, I would make every school a two-way
immersion charter school.”
 “My parents put me in the program because they love me.”
 “Being bilingual is important because it’s part of the world,
past and future.”

“My last comment is that wherever
life takes you, being bilingual will always
be useful.”

Spanish and Chinese Immersion Students` Perceptions of

Transcription

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