Research Proposal

1. Research Proposal Sarah Cope Liberty university online

2. Abstract Immersion programs are on the rise, as the needs and benefits of bilingualism and global awareness have shown themselves evident. Immersion programs provide positive effects for the second language and intellect, as well as do not cause negative long-term effects for the first language. The environment and methodology of instruction are two significant components in leading an effective immersion program.

3. Purpose of the Study The purpose of this study is to determine the effects of early immersion programs on learners 1st through 6th grade.

4. Research Questions 1. What benefits and drawbacks do early immersion programs have on L1 acquisition? 2. What benefits and drawbacks do early immersion programs have on L2 acquisition? 3. How do early immersion programs affect early pedagogical content taught in the classroom? 4. How do early immersion programs influence early educators?

5. Definitions of Key Terms and Variables Immersion, as defined by Francois Victor Tochon, is where “linguistic minority children with a high status language are instructed through the medium of a world/minority language in classes consisting entirely of L2 learners” (Tochon, 2009). What began as just a few experimental immersion programs increased in number through the decades, with the anticipation of growing bilingual speakers, meaning speakers who are proficient in two languages.

6. Definitions of Key Terms and Variables C’ntd. • With the Immigration and Nationality Act of 1965, the influx of immigrants has increased significantly (Brimelow, 1995).  Thus, the importance of bilingualism for the students of today is significant, as they will face a professional world begging for bilingual employees. • Immigration and Nationality Act: “An act to amend the Immigration and Nationality Act, and for other purposes” (The Immigration Act, 1965).

7. Definitions of Key Terms and Variables C’ntd. In the current day, second language acquisition (SLA) has shifted from simply defined as textbook grammar and cultural learning of the second language (L2), to instead an emphasis on the ability to communicate in a meaningful way in the target language (TL) (Allard, Bordeau, & Mizoguchi, 2011).  With such changes, immersion programs are being introduced for early childhood learners in school districts across the nation.

8. Definitions of Key Terms and Variables C’ntd. Though there are different programs, some core characteristics can be found in most immersion programs, especially in the various ones implemented in Canada. Johnson and Swain, as cited in Roy, state these core principles as follows: 1. The L2 is a medium of instruction. 2. The immersion curriculum parallels the local Ll curriculum. 3. Overt support exists for the L1. 4. The program aims for additive bilingualism. 5. Exposure to the L2 is largely confined to the classroom. 6. Students enter with similar (and limited) levels of L2 proficiency. 7. The teachers are bilingual. 8. The classroom culture is that of the local Ll community (p. 399-400, 2008).

9. Review of the Literature: The Effects of Early Immersion Programs on the Primary Language • Fred Genesee, Professor of psychology at McGill University with a specialty in second language acquisition, conducted a longitudinal study on a French early-immersion school program. The results overall displayed an initial lag in the English language until language arts was formally taught. • Utilizing analysis of covariance (ANCOVA) for the IQ tests, the findings did not demonstrate significant statistical evidence that other subject achievement was impaired or impacted by the early immersion programs. • The below-average performing students in the immersion program were similar to the results of the below-average English control students in the subject of mathematics.

10. Review of the Literature:The Effects of Early Immersion Programs on the Secondary Language With the content area taught in L2, the effects of immersion programs are that they develop and focus on the proficiency growth of the L2 for the learners. In examining French immersion programs in the early years, Reeder, Buntain, and Takakuwa found “no evidence of a differential plateau effect in development of literacy skills in French” (Reeder, Buntain, & Takakuwa, 1999). The studies show the L2 continues to grow significantly throughout the course of the program.

11. Review of the Literature:The Effects of Early Immersion Programs on Intelligence • As Tochon states, “Structural brain imaging shows that being bilingual produces changes in the anatomy of the brain: People who speak two languages have more grey matter in the language region of the brain; the earlier they learned the language, the larger the grey area” (Tochon, 2009). • Grey matter is part of the tissue composing the central nervous system, and is the place of coordination for nerves in the central nervous system (Martin & Hine, 2008). • Apositive aspect in favor of bilingualism is the addition of grey matter in the brain.

12. Review of the Literature:The Effects of Early Immersion Programs on Pedagogy • Generally, the early immersion programs teach in L2 similar pedagogy to the traditional classroom, such as language arts, mathematics, social studies, and sciences (Roy, 2008). • The approach to the instruction may vary from that of a traditional classroom. • Teaching pedagogy in immersion programs requires special training (Tochon, 2009). • The resounding themes of the various studies is that pedagogy in L2 requires repetition, activating prior knowledge, chunking vocabulary, multisensory activities, and an environment that creates a comfortableness for learners to speak in the L2. • Cooperative pedagogy and projects encourage proficiency in the L2.

13. Review of the Literature: Methodology • The teaching methodology for early immersion programs is of utmost importance. The methodology in such programs includes: • Chunking vocabulary • Consistency • Welcoming environment • Daily activities: • Carpet time • Reading aloud time • Math time • In interviews with the teachers, they expressed the need for modeling and consistency in a lesson so that students can become comfortable enough to participate in L2 (Akcan, 2004).

14. Significant Themes • The general themes of the studies indicate: • Early immersion programs are positive and effective in developing bilingualism, and have benefits for the development of both the first language (L1) and the second language (L2). • Bilingual children are able to speak with more people, read more, and embrace culture in their travels (Lockard, 2010). • One of the longitudinal studies showed a statistically significant difference in reading and punctuation, starting in Grade 3, in favor of the early immersion students; from Grade 3 and on, although not statistically significant, a difference in vocabulary knowledge, reading, punctuation, and grammar was exhibited in favor of the immersion students (Swain & Lapkin, 2014). • Early immersion does not generally have negative impacts on language acquisition of L1 or L2, but in fact presents many positive benefits, such as in cognition, global awareness, and ability to communicate bilingually both in the United States and abroad.

15. Research Design To conduct this research study, I implement a longitudinal case study research design method.

16. Sampling • To gather the data, I conduct a longitudinal case study, beginning with a group of students in a 1st grade Spanish immersion program, and continue the case study through 6th grade of the Spanish immersion program. • The sample size is the 25 students enrolled in the Spanish immersion program.

17. Methods of Data Collection The data is collected from this sample in a variety of ways: 1.) Weekly participant observation for the school year (August – June), for their 1st grade through 6th grade school years 2.) Interviews with the teacher(s) and 5 selected students throughout the longitudinal period 3.) Annual interviews with administrators 4.) Bi-annual questionnaires for each student to complete 5.) Bi-annual questionnaires for the students’ parents to complete 6.) 5 focus groups composed of 5 students each

18. Data-analysis Procedures • Qualitative research analysis techniques: • 1.) Case study research in which all data collection and analysis will serve to describe the immersion programs effects on the 25 students of this 6-year study.

19. Data-analysis Procedures C’ntd. • The constant comparison method will be utilized. • The constant comparison method is a method in which each code is analyzed across segments in a manner to find commonalities in the data that reveal the underlying meaning, of the data and the relationships between data (Gall, Gall, & Borg, 2010).

20. Ethics and Human Relations As disciples of Jesus, we are to “go and make disciples of all nations” (Matthew 28:19 The New Testament). In order to go into all nations, as well as the mission ground in our backyard, it is significant to be able to communicate with people of all nations. Thus, immersion programs have the benefit of equipping students to speak more than one tongue,and providing the ability to go to other nations to bring the gospel in another language.

21. Ethics and Human Relations C’ntd. Throughout the study, the students, parents, and administration will be respected with professionalism. The results will be analyzed and reported with anonymity.

22. Time-line 1st year of study: August, 2014 Last year of study: June, 2020 • Weekly participant observation for the school years 2014-2020 • Interviews with the teacher(s) and 5 selected students throughout the longitudinal period • Annual interviews with administrators (conducted June of each year) • Bi-annual questionnaires for each student to complete (conducted December and June of each year) • Bi-annual questionnaires for the students’ parents to complete (conducted December and June of each year) • 5 focus groups composed of 5 students each (spoken with in October, January, March, and May of each year)

23. Reference List Akcan, S. (2004). Teaching Methodology in a First-Grade French-Immersion Class. Bilingual Research Journal, 28, 267-277, 291. Allard, D., Bourdeau, J., & Mizoguchi, R. (2011). Addressing Cultural and Native Language Interference in Second Language Acquisition. CALICO  Journal, 28, 677-698. Bialystok, E. Reshaping The Mind: The Benefits Of Bilingualism. (2011). Canadian Journal of Experimental Psychology, 65, 229-235. Brimelow, P. (1995). Alien nation: common sense about America's immigration disaster. Choice Reviews Online , 327. Christian, D. Immersion Education in the United States: Expansion and Extension. Canadian Issues, 35-38.

24. Reference List C’ntd. Gall, M. D., Gall, J. P., & Borg, W. R. (2010). Applying Educational Research: How to Read, Do, and Use Research to Solve Problems of Practice (6th ed.). Boston, MA: Pearson. Genesee, F. (1978). A Longitudinal Evaluation of an Early Immersion School Program. Canadian Journal of Education, 3, 31-50. Genesee, F. H. (2009). Early childhood bilingualism: Perils and possibilities. Journal of Applied Research on Learning, 2(Special Issue), Article 2, 1-21. Juan-Garau, M., & Pérez-Vidal, C. (2001). Mixing and pragmatic parental strategies in early bilingual acquisition. Journal Of Child Language, 28, 59-86.

25. Reference List C’ntd. Knell, E., & Chi, Yanping (2012). The Roles of Motivation, Affective Attitudes, and Willingness to Communicate Among Chinese Students in Early English Immersion Programs. International Education, 41, 66-87, 127. Lambert, W. E. (1991). Bilingualism, multiculturalism, and second language learning: the McGill conference in honour of Wallace E. Lambert.  Hillsdale, N.J.: L. sErlbaumAssociates. Lockard, L. (2010). "He said it all in Navajo!": Indigenous Language Immersion in Early Childhood Education. International Journal of Multicultural Education, 12, s1-14.

26. Reference List C’ntd. Martin, E. A., & Hine, R. (2008). A Dictionary of Biology (6th ed.). Oxford: Oxford University Press. Peal, E., & Lambert, W. E. (1962). The Relation Of Bilingualism To Intelligence.. Psychological Monographs: General and Applied, 76, 1-23. Perani, D., Pauleso, E., Galles, N., Dupoux, E., Dehaene, S., Bettinardi, V., et al. (1998). The  bilingual brain. Proficiency and age of acquisition of the second language. Brain, 1841-1852. Reeder, K. Buntain, J., & Takakuwa, M. (1999). Intensity of L2 Instruction and Biliterate Proficiency in the Intermediate Years of a French.. Canadian Modern Language Review, 56(1), 49.

27. Reference List C’ntd. Roy, S. (2009). French Immersion Studies: From Second-Language Acquisition (SLA) to Social Issues. Alberta Journal of Educational Research, 54, 396-406. Swain, M., & Lapkin, S. (2014). Additive Bilingualism and French Immersion Education: The Roles of Language Proficiency and Literacy. Bilingualism, multiculturalism,and second language learning: the McGill conference in honour of Wallace E. Lambert, 203-210. The Immigration and Nationality Act of 1965. (1965). http://library.uwb.edu/guides/usimmigration/79%20stat%20911.pdf

28. Reference List C’ntd. The New Testament: New International Version. (2007). London: Hodder & Stoughton. Tochon, F. V. (2009). The Key to Global Understanding: World Languages Education-Why Schools Need to Adapt. Review of Educational Research, 79, 650-681.