LOS PROGRAMAS DE INMERSIÓN NO TIENEN PORQUÉ TENER UN COSTE EN CUANTO A RENDIMIENTO ACADÉMICO


Como comentábamos en el post anterior, los programas de inmersión no tienen un coste en cuanto a rendimiento escolar, según las investigaciones realizadas durante años en su lugar de nacimiento: Canadá.

EVALUACIONES DE ONTARIO Y ALUMNADO DE INMERSIÓN EN FRANCÉS

Contra lo que muchos puedan suponer, la mayoría de los programas de inmersión no están en la provincia de Quebec sino en la vecina de Ontario, un territorio con muchos francófonos también.

Una de las investigaciones más completas sobre el rendimiento del alumnado de inmersiòn se realizó, de hecho, aprovechando las evaluaciones provinciales de Ontario y lo publicó su agencia de evaluación EQAO en el 2000. Los autores son Turnbull, Hart y Lapkin.

Se puede ver aquí: Informe

Lamentablemente en 3o no controlaron la lengua de la prueba, mezclando aplicaciones en inglés, lengua materna del alumnado de inmersiòn, y en francés. Pero en 6o curso las pruebas se aplicaron en inglés, lengua dominante del alumnado, y el alumnado de inmersiòn superó al de no inmersión en todas las áreas.

“At Grade 3, we found that the performance of immersion and non-immersion students on EQAO tests was broadly similar.
Immersion students did somewhat better on literacy tests, but differences were small. Results for mathematics were virtually identical for immersion and non-immersion students. At Grade 6 we found a very different pattern. Immersion students outperformed those in the regular program in all skill areas. Differences were notable, even when we compared these with the differences in performance between regular program students as a whole and those in enrichment.”

“Testing policy decisions were made at the school board level and all schools in the board were bound by these decisions. At the Grade 3 level, some school boards opted out of literacy testing at Grade 3. In the case of
mathematics, at Grade 3, a notable number of boards tested math via French, and this number increased from 1996-1999. At Grade 6, mathematics testing occurred in English.”

LOS RESULTADOS CORROBORAN LAS INVESTIGACIONES REALIZADAS DURANTE 20 AÑOS

“The results from this study corroborate those of large-scale evaluation studies of French immersion programs conducted some 20 years ago. Students in total early French immersion who opted to do the EQAO tests demonstrated a certain lag in English literacy skills at Grade 3 as compared to students in regular English programs. This is consistent with earlier results. However, immersion students exposed to some instruction in English language arts (even if only at the Grade 3 level) performed as well as students in the regular program. Moreover, at Grade 6, immersion students’ literacy test scores were notably better than their peers’ in English programs, and at both Grade 3 and 6, the immersion students’ mathematics test scores were almost identical to those of their peers in the English program, even though mathematics had been taught in French in most
cases from Grades 1 to 3.”

LOS PADRES DEBEN RECIBIR EL MENSAJE DE QUE LA INMERSIÓN EN FRANCÉS NO TIENE UN IMPACTO NEGATIVO EN EL RENDIMIENTO DE LOS ALUMNOS DE INMERSIÓN

“Parents considering French immersion programs for their children must receive the message that French immersion does not have a negative impact on students’ literacy and mathematics skills in English.”

EL ESTUDIAR EN FRANCÉS Y HACER LAS PRUEBAS EN INGLÉS NO SUPONE UNA DESVENTAJA

“our findings suggest that immersion students are not disadvantaged by doing these tests in English even though they have been taught mathematics in French, at least up until Grade 3.
Moreover, results at Grade 6 suggest that French immersion students do as well as their English program peers who have been taught mathematics in English since the start of their formal schooling.”

LOS RESULTADOS DE PISA 2000

http://heritage.rrvsd.ca/edit_content/files/Learning.pdf


“The level of French proficiency attained by immersion students depends on the age of first instruction and on the extent of French instruction. Total-immersion students tend to outperform partial-immersion students on all types of tests.13,14 Early-immersion students show higher degrees of
proficiency in reading, listening comprehension,oral production, grammar and writing than late-immersion students.”

EL CASO DE MANITOBA: HICIERON LAS PRUEBAS PISA EN LA LENGUA DOMINANTE Y LAS PRUEBAS PIRS CANADIENSES EN LA LENGUA DE INSTRUCCIÓN

.
PISA:
“Les éléves du Manitoba inscrits au programme d immersion française ont passé les tests en anglais”

PIRS:
“Par contre, contrairement l’étude PISA, les éléves inscrits en immersion française ont passé les tests en français.
Les résultats obtenus par les éléves manitobains de 13 ans (dans les programmes anglais, français et d’immersion française) pour ce qui est de la connaissance du contenu en mathématiques étaient inférieurs la moyenne canadienne.”

En las pruebas PIRS, obtuvieron resultados por debajo de la media canadiense.

http://www.gov.mb.ca/chc/collection/edu36-2003F.pdf

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