IMPACT OF EARLY SECOND LANGUAGE LEARNING ON FIRST

LANGUAGE

A Study of theConfucius Institute in Edmonton

In Partnership with Edmonton Public Schools

June 2009

Researchers Study Sponsored by The Confucius Institute in Edmonton Primary Researcher:

Dr. John Macnab: Research Support Services – Edmonton Public

Schools

Editor: Stuart Wachowicz

Chairman: Confucius Institute in Edmonton

Purpose of the Study To examine the reciprocal effect of second

language study from an early age on first language

Hypothesis: That students participating in intensive second

language training from an early age will have comparable or superior performance in formalized English language studies than students who are in unilingual programs.

Rationale for the Study: To grow demand for second language education

in school systems (especially in North America), and in particular to grow enrollment in Chinese language, a number of sincerely held, but possibly erroneous beliefs need to be addressed: L2 should wait until L1 is firmly established Early L2 can damage L1 acquisition L2 students struggling in L1 should be withdrawn

from L2 L2 learning is difficult, therefore limit to strong

students

Rationale for the Study: Such beliefs contribute to an educational

culture in which L2 is not valued as other core subjects.

Hence promotion of the idea that all students should gain a measurable proficiency in L2 is a challenge.

Subsequently promoting Chinese is even more difficult given the idea that Asian languages are harder to learn for western students

Basis for the research Edmonton Public Schools (EPS) has a 30

year history of intensive L2 education, and is the Canadian pioneer in “Bilingual” education. (80 000 students)

EPS has carefully collected years of performance data of students on Alberta government exams at grades 3, 6, 9 and 12.

The data was segregated for students in Immersion and Bilingual programs

EPS Language ProgramsProgram Age and grade Time in L2

French Immersion (age 5-17)

K-23-67-910-12

100% 85% 70% 40%

Bilingual (age 5-17)

K-67-910-12

50%30-35%15%

Second Language Courses

4-910-12

10%12.5%

Languages OfferedImmersion Bilingual Second

Language

French (3400) Chinese (2000)Arabic (1000)German ( 800)Spanish (300)Ukrainian (300)Hebrew (150)ASL (100)

French (26 000)Spanish (3 000)Chinese (1 000)German (1 000)Japanese (800)Punjabi (200)ASL (150)Ukrainian (150)Cree (300)

Research Design Local conditions and time issues ruled out a “controlled”

experiment Open boundaries Programs of Choice Student mobility

Access was available to many years worth of data of student performance on provincially standardized tests in English and core subjects. These test are written by all students in the province at grades 3, 6, 9 and 12

English tests are of high quality assessing all strands of Language Arts

Given the purpose, the research design was limited to the English results.

Research Design Based on student performance on tests the

provinces sets cut scores to determine students who achieve: Below Acceptable Standard Within Acceptable Standard Above Acceptable Standard

Grade 3 English results were used as “pre-test” Grade 6 and 9 results were used as “post-test”

scores for analysis

Research Design: Controlling Confounding Variables Provincial Achievement Tests represent

the total population of Alberta students, therefore true population parameters are available (normal population) =Control

Only students remaining in the L2 program from k to 9 were included

Individual student results were converted into Z scores: Z=(X-μ)/σ This permits tracking of growth, based upon what would be expected progress for that student.

Research Design: Data analyzed in two ways:

Statistical tests analyzed in an R computing environment (statistical computing and graphics language interface)

Graphical representation Results not broken down by specific language:

Some language programs are too small The study considered instruction in L2 in an English

environment the common treatment Programs varied slightly in content and approach in

different schools, making the total cohort better approximate a random sample than if we focused on smaller groups, yielding greater generalization.

Research Design: The Student Sample Cohort 1:

304 students who began their schooling in September 1997

Cohort 2: 286 students who began their schooling in

September 1998 Total sample size 590

Cohort CompositionCohort 1 Cohort 2 Total

Chinese Bilingual

126 122 248

French Immersion

128 101 229

German Bilingual

35 41 76

Ukrainian Bilingual

9 10 19

Arabic Bilingual 6 9 15

Hebrew Bilingual

0 3 3

TOTAL 590

Rationale for Confucius Institute Sponsorship The study has raised interest across Canada in

the media, and academic and education circles, and will play a key role in the language education debate in Canada

The largest population in the cohort are students learning Chinese

A study that could demonstrate a positive correlation between Chinese language learning and increased proficiency in L1 would be useful in promoting Chinese.

National coverage in the national media would profile the Confucius Institute as making a valuable contribution to language learning in Canada and beyond

Results:CourseCourse StandardStandard Provincial Provincial

ResultsResults % %Results for Results for Bilingual or Bilingual or Immersion Immersion students %students %

Difference Difference from from ProvinceProvince

ELA 3 Below 10 5 -5

ELA 3 Acceptable 72 72 0

ELA 3 Excellence 18 23 +5

ELA 6 Acceptable 12 4 -8

ELA 6 Below 69 70 +1

ELA 6 Excellence 19 26 +7

ELA 9 Below 12 2 -10

ELA 9 Acceptable 72 62 -10

ELA 9 Excellence 16 36 +20

Change in English Performance

Language Arts Achievement Levels

Provincial Achievement Test

Pe

rce

nt o

f Stu

de

nts

at A

chie

vem

en

t Le

vel

01

02

03

04

05

06

07

0

LA3 LA6 LA9

Standard

AcceptableBelowExcellence

Tracking Z Scores Z > 0 Above Provincial Average Z = 0 At Provincial Average Z < 0 Below Provincial Average

Result indicates that even with LESS instruction in English, Immersion and Bilingual students increased in English proficiency relative to the total population.

Grade 3 vs 9 Z Score Distribution

Grade 3 English Language Arts z-score

Per

cent

of S

tude

nts

-3 -2 -1 0 1 2 3

05

1015

20

Grade 9 English Language Arts z-score

Per

cent

of S

tude

nts

-3 -2 -1 0 1 2 3

05

1015

2025

Observations In grade 3 the student population is only

slightly above the normal distribution for the province. (This after 3 years of being in the intense L2 environment); They still have a broad distribution of results

indicating they are not an elite group. Some students are clearly struggling in English

at -2 and -3 Standard Deviations below the mean.

Observations By grade 9 this group has clearly

advanced significantly beyond the mean. The top end students in grade 3 have not

necessarily advanced, yet they are still in the “excellence” category.

It is the low end student in grade 3, the ones who struggled in English, who have made the most gains

Confucius Institute in Edmonton

Effect SizeThis effect size indicates that those students who

remained in their bilingual or immersion programs show statistically significantly greater growth in English Language Arts than would have been expected if they had tracked the control (provincial census) group.

In other words their English was better than if they had been in an English only program

Confucius Institute in Edmonton

Although these students spend significantly less time in English instruction, their English results have improved at a rate that is statistically faster than English only program students.

Confucius Institute in Edmonton

Current Conclusion If we desire the strongest results in English for

the individual student, provide, early and sustained, quality second language education.

The effect size indicates this has greater impact than any other researched intervention.

The result will be a student with strong English results, with bilingualism as a by product.

If you want strong English skills provide sustained second language instruction, in particular Mandarin.

Contact InformationThe Confucius Institute in Edmonton13750 Woodcroft Ave. Edmonton, Alberta T5M 3M4

Website: www.confuciusedmonton.ca Phone: (780) 970-5233

IMPACT OF EARLY SECOND LANGUAGE LEARNING ON FIRST

LANGUAGE

A Study of theConfucius Institute in Edmonton

In Partnership with Edmonton Public Schools