research proposal (hdap 2293)

Research Proposal :

Research Proposal Do second language immersion classes help to develop abstract reasoning skills? By: Elizabeth Saporta

Slide 2:

Background A few decades ago, when French Immersion classes became popular in Canada, many parents worried whether second language immersion classes would be good for their children Would the time spent learning the second language subtract from the children’s ability to learn other things? Since then, a variety of statistical and other studies have shown that students who attend immersion classes actually do better academically overall

The evidence: :

The evidence: Cunningham & Graham, in: Increasing Native English Vocabulary Recognition Through Spanish Immersion: Cognate Transfer From Foreign to First Language , showed that second language classes improve students’ ability in the first language, by enhancing first language vocabulary through recognition of cognates. Cooper, in: Foreign Language Study and SAT-Verbal Scores, showed that second language classes improve not only students’ ability in the first language, but also academic achievement overall.

Cont.:

Cont. Thomas, Collier and Abbot, in: Academic Achievement through Japanese, Spanish, or French: The First Two Years of Partial Immersion , found that in addition to enhanced first language knowledge, the students in second language immersion classes also scored better in mathematics. Takeuchi, in: What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context , found that successful second language learners develop metacognitive strategies, and use abstract skills like imitation and pattern practicing.

Some questions::

Some questions : Is there a common element among all these results? Can we identify the mental processes used in second language learning that have beneficial effects on other academic skills? Could it be that second language learning motivates and/or enhances some mental functions that lead to better language skills, better mathematical skills, or better academic achievement overall? Is abstract reasoning ability the common link?

A testable hypothesis::

A testable hypothesis: Abstract thinking skills are developed in the process of learning of a second language.

:

Two words in different languages, which look and sound different, may mean the same thing. Hence, the abstract meaning is recognized as something separate from the word. Different grammar and sentence structure can be used to convey the same meaning. Hence, the order in which words are arranged (i.e., the pattern) is important and needs to be recognized. Bilingual students may be asked to translate. Hence, they learn how to communicate and explain abstract ideas. Abstract thinking skills are important in mathematics, and in academic activities generally. So, it is plausible that there may be a connection!!! A Plausibility Check:

The Research Question:

The Research Question Do second language immersion classes enhance abstract reasoning skills?

The Population :

The Population A group of 100 elementary students enrolled in a second language immersion program, and a comparable control group of elementary students receiving a monolingual education.

The Method :

The Method Students will be tested for both abstract reasoning and concrete thinking skills before beginning the immersion program, and at the end of each academic year, for 2 years thereafter. Students will also be identified as monolingual or bilingual at home, prior to beginning the immersion program.

Some comments::

Some comments: The purpose of the study is to test statistically if second language knowledge and use does in fact enhance and motivate abstract thinking skills. If this is true, we should expect the second language immersion students to develop their abstract reasoning abilities faster than the control group. We should expect no difference in the speed of development of concrete thinking skills.

Cont. :

Cont. The tests given to the students should include questions that increase gradually in difficulty, from too basic, through appropriate, through too advanced for the students’ grade level. Each test should take about 30 minutes, so the students spend one hour per year participating in the testing procedure.

Some examples of abstract reasoning questions: :

Some examples of abstract reasoning questions: 1. Which item does not belong in this list? a) giraffe b) car c) elephant d) mouse Answer: b It’s the only item that is not an animal 2. Which number comes next in the sequence ? 1, 2, 3, 5, 8, 13, … a) 29 b) 7 c) 21 d) 17 Answer: c Each number in the sequence is the sum of the previous two numbers

3. Which figure is the odd one out? :

3. Which figure is the odd one out? FRVVC Answer: A It’s the only arrow from a white box to a black box 4. Which number does not belong? 4 32 144 17 28 122 18 64 188 322 14 202 Answer: 17 17 is the only odd number INTERMEDIATE EASY

Cont. :

Cont. 5. Which of the following diagrams is the odd one out? Answer: D D is the only diagram where the intersection does not form the original shape. HARD

Cont. :

Cont. 6. Which figure completes the grid? Answer: A The second column is obtained from the first column by 2 reflections. The fourth column is obtained from the third in the same way! VERY HARD

Some examples of concrete thinking questions: :

Some examples of concrete thinking questions: 1. Which animal is not native to Africa: a) lion b) gorilla c) penguin d) elephant Answer: c 2. Which of these foods do people commonly eat for breakfast? a) Roast beef b) ice cream c) salad d) cereal Answer: d EASY

Cont. :

Cont. 3. Which of the following is not a country? a) Chicago b) Ivory Coast c) Nepal d) Cambodia Answer: a 4. How many people play on a baseball team? a) 25 b) 7 c) 2 d) 9 Answer: d INTERMEDIATE

Hence, we have a range of questions from easy to very hard so that we do not put an upper limit on the level of progress that the test reveals.:

Hence, we have a range of questions from easy to very hard so that we do not put an upper limit on the level of progress that the test reveals .

The expected results: :

The expected results: 1. All students in the study and control groups are expected to perform about the same on both tests before beginning the second language immersion versus monolingual programs. 2. If second language learning enhances abstract reasoning skills, the students in the immersion program should score better than the students in the control group, on the abstract questions, at the end of the first and second years. They should score, on average, the same as the control group on the concrete thinking questions.

Cont. :

Cont. 3. Students who were bilingual at home may have higher abstract reasoning scores throughout. 4. This study will give us new quantitative evidence of a possible link between abstract thinking and language. 5. This study was designed to test abstract reasoning. It will not fully explore the issue of metacognitive strategies. 6. The sample size is large enough to permit statistically significant identification of subtle differences. It will also permit the identification of subgroups within the study group for the purpose of correlating achievement on the test with exposure to another language at home.

Why this Research is Worthwhile?:

Why this Research is Worthwhile? The identification of a link between second language learning and abstract reasoning would allow educators to develop new tools that can help students to attain and improve abstract thinking skills. These tools could be used to improve students academic achievement overall.

References :

References Cooper, T. (1987). Foreign language study and SAT-Verbal Scores. The Modern Language Journal, 71(4), 381—387. Cunningham, T, & Graham, C. (2000). Increasing English native vocabulary recognition through Spanish immersion: cognate transfer from foreign to first language. Journal of Educational Psychology, 92(1), 37—49. Slavin, R. (2007). Educational research in an age of accountability. USA: Pearson Education. Takeuchi, O. (2003). What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context. System, 31(3), 385—392. Thomas, W, Collier, V, & Abbott, M. (1993). Academic achievement through Japanese, Spanish, or French: the first two years of partial immersion. The Modern Language Journal, 77(2), 170—179.