Students' Attitudes and Cantonese Proficiency in a Cantonese Dual-Immersion School

• In Event: 53.081 - Roundtable Session 21
  In Roundtable Session: 53.081-18 - Dual-Language Education

Abstract

While previous research reported positive impacts of dual immersion programs on students’ academic achievement, only a few studies have examined students’ self-perceived language skills and attitudes towards target language learning in dual immersion programs. The current study collected survey data from 86 students in a Cantonese dual immersion school. Results show that all students (Cantonese-speaking ELLs, English speakers learning Cantonese, and Cantonese-English bilinguals) believed they obtained various dual language skills and hold positive attitudes towards language learning. They had similar agreement on their mastery of English skills. Yet, English-speakers learning Cantonese had lower self-perceived Cantonese skills compared to their peers. Additionally, females had higher self-perceived English skills than males. Implications for schooling and policy will be discussed.

Authors

• Lu Yang, KinderCare Learning Companies

• Yuuko Uchikoshi, University of California - Davis

• Genevieve Leung, University of California - Davis

• Rosina Tong, San Francisco Unified School District