A mini dissertation submitted in partial fulfilment of the requirements for the degree of Masters in Education(Educational psychology) in the Department of Educational Psychology and Special Education, University of Zululand, 2007. / In KwaZulu-Natal and the wider South Africa, many learners are challenged in reading, writing and spelling. Aims This study aimed at evaluating bilingualism as a method of instruction, or means to improve the academic performance of second language learners, i.e. isiZulu speaking learners in KwaZulu-Natal classrooms. Methodology The research took the form of a field experiment and was limited to one school only, namely, the "Green School". The research paradigm took the form of a Pre-Test Post-Test: Before and After Randomised Control Group. This study is quantitative in nature and sampling is systematic by character. Sampling was executed by the method of random selection, where subjects from the Green School were randomly assigned to the experimental and control groups. Learners from Grades 4, 5, 6 and 7 were the participants in this research. The total number of participants in the study was N = 64, with 32 subjects being assigned to the control and the other 32 being assigned to the experimental group randomly. The subjects N - 64 were African learners whose home language was (i) isiZulu and (ii) Indian or Coloured learners whose home language was English. Both these groups were presented with vocabulary and comprehension pre-tests. The items listed on the vocabulary and comprehension subtests of the SSAIS-R were utilized to test the learners' knowledge and understanding of words. The SSAIS-R was utilized because it has been proved to be valid and reliable. Scoring was conducted as per requirements for scoring in the SSAIS-R on the vocabulary and comprehension subtests respectively. The experimental group was the subjected to one month of bilingual teaching, instructed by an isiZulu speaking teacher aide, who was proficient in and willing to teach bilingually in the experimental classroom. The control group was subjected to "English only" instruction. After one month the tester presented the learners with the same test material and posttest scores were obtained. VI n Data was then summarized and calculated using the factorial design and a table on the final analysis of variance was obtained. Results The results obtained, demonstrated that all F ratios were significant @ the 0.05 level for the Green School. It also verified that bilingualism as a method of instruction had improved the academic performance of second language learners viz. isiZulu learners in the Green School. Conclusion This has implications for reviewing and evaluating teaching and learning using bilingual instruction in South African classrooms. Recommendations It is recommended that bilingual instruction be introduced in the senior primary phase in schools. Since this study proved significant in the senior primary phase, it is recommended that a similar type of study be conducted in the junior primary phase in schools. A further suggestion is that in-service training be provided for all educators in bilingual modes of instruction, thus enhancing academic performance in second language learners. It should be compulsory for all student teachers to be trained in bilingual methods of instruction in teacher training tertiary institutions. This study can also be utilized to develop strategies for teaching in rural and peri -urban areas.

This paper studies the educational effect of the two-way immersion dual language programs (DLE) in California’s public elementary school system using statewide testing scores as the common measurement tool. The average California Test Standards (CTS) test scores for English language arts (ELA), Mathematics and Science on the California statewide assessment, STAR, for 5th graders in the years 2009-2012, were utilized to compare student achievement for dual language participants to students in similar schools in the same district. Similar schools are matched to the participating schools by the state assigned schools ranking. This study evaluated DLE programs in terms of academic achievement and its effect on minimize the achievement gap between English learners (ELL) and English speakers (ES). The analysis consists of a series of OLS regression models that evaluates test scores on a series of variables that can help the state government assess quality of education received by DLE participants. I found a highly statistically significant correlation between ES’s achievement level and DLE participation, this relationship was consistent even when I considered scores from the far right tail of the achievement distribution. A positive but not statistically significant correlation was found for ELL in the participating schools. It should be noted that in this study, only those student who had yet to be identified as English proficient were considered under the ELL subgroup. Therefore, the end of the year examination might be testing language proficiency more than academic achievement. Nevertheless, DLE was found to be positive for all regressions.

Ce travail de recherche s’inscrit dans le champ théorique de la didactique des langues et du bilinguisme. Il a pour objet l’étude et la réflexion sur l’harmonisation des pratiques d’enseignement dans deux écoles primaires du réseau de l’Agence de l’Enseignement Français à l’Étranger (AEFE) en Amérique latine : l’école de Santiago du Chili et celle de La Paz (Bolivie). À partir d’un certain stade de son développement, cette étude s’étend à d’autres écoles du réseau AEFE implantées sur le continent latino-américain. L’interlangue des jeunes apprenants constitue la matrice à partir de laquelle se fonde ce travail de théorisation. Une grande partie de la thèse est consacrée à l’analyse des interactions linguistiques en classe de français, d’espagnol et en classe bilingue afin d’appréhender les moyens pédagogiques déployés par les enseignants pour traiter de faits de langue et en particulier des interférences linguistiques qui leur sont inhérentes. Cette analyse s’attache donc à la dynamique d’articulation entre la langue nationale et la langue française dans les pratiques quotidiennes de classe. À partir de réflexions théoriques et d’expériences menées sur le terrain, cette recherche s’interroge, d’une part, sur la prise en compte de certains paramètres didactiques nécessaires à la construction d’un curriculum d’enseignement convergent, et, d’autre part, sur la conceptualisation et la mise en œuvre d’un curriculum de formation des enseignants en didactique convergente. / This investigative work is part of the theoretical field of language instruction and bilingualism. Its purpose is the study of, and the reflection upon the harmonization of teaching practices in two primary schools belonging to the network of the Agency for French Instruction Abroad (AEFE) in Latin America: one in Santiago, Chili, and the other in La Paz, Bolivia. After a certain point in its development, this study extends to other schools in the AEFE network located in Latin America. The interlanguage of young learners is the matrix for this theorization work. A large part of the dissertation is dedicated to analyzing linguistic interactions in French class, Spanish class and bilingual class in order to grasp the pedagogical means used by instructors to deal with language features and in particular, inherent linguistic interferences. This analysis deals closely with the dynamics of articulation between the national language and the french language in daily classroom practices. This investigation uses theoretical reflections and field experiments to examine the taking into account of certain didactic parameters needed to implement a convergent instruction curriculum, on the one hand, and the conceptualization and implementation of an instructor training curriculum in convergent didactics, on the other hand. / Este trabajo de investigación se enmarca en el ámbito teórico de la didáctica lingüística y del bilingüismo. Contempla el estudio y la reflexión sobre la armonización de prácticas de enseñanza y de aprendizaje en dos escuelas primarias asociadas a la red educativa de los centros de la Agencia para la Enseñanza Francesa en el Extranjero (A.E.F.E): la escuela de Santiago de Chile (Centro de la Alianza Saint-Exupéry) y la de La Paz en Bolivia (Centro del Colegio Franco Boliviano Alcide d’Orbigny). A partir de cierto grado de su desarrollo, este estudio abarca otras escuelas de la red de centros A.E.F.E ubicadas en el continente suramericano.La interlengua de los alumnos que en este contexto inician su aprendizaje a una edad temprana constituye la matriz en la que se fundamenta este trabajo de teorización.Gran parte de la tesis se centra en el análisis de las interacciones lingüísticas en las clases de francés, de español y en la clase bilingüe, a fin de potenciar la comprensión de los recursos pedagógicos utilizados por los docentes para plantear fenómenos lingüísticos y, en particular, las interferencias lingüísticas que los caracterizan. Siendo así, este análisis se fija en la dinámica de articulación entre la lengua nacional y la lengua francesa en las prácticas educativas cotidianas.A partir de reflexiones teóricas y de experiencias directas, esta investigación cuestiona, por una parte, el tener presentes ciertas consideraciones didácticas necesarias en el planteamiento convergente de una enseñanza curricular, y, por otra, la conceptualización y la aplicación de un currículo de capacitación docente en didáctica convergente.