Hostname: page-component-cb9f654ff-k7rjm Total loading time: 0 Render date: 2025-08-31T10:00:22.070Z Has data issue: false hasContentIssue false
  • English
  • Français

Second Language Learning in Magnet School Contexts

Published online by Cambridge University Press:  19 November 2008

Myriam Met
Get access Rights & Permissions [Opens in a new window]

Extract

Magnet schools have had a significant influence on second language learning in the last two decades. Designed to reduce racial isolation by attracting students to a desegregated setting, magnet schools offer an attractive option for parents willing to consider alternatives to their neighborhood school. Since the 1970s and continuing through today, school systems have found that second language programs are an effective means of drawing parents and their children to new school settings. As a result, language magnets have proliferated and have had a profound impact on language instruction throughout the U.S.

Information

Type
Contexts for Second Language Teaching and Learning
Information
Annual Review of Applied Linguistics , Volume 13 , March 1992 , pp. 71 - 85
Copyright
Copyright © Cambridge University Press 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

UNANNOTATED BIBLIOGRAPHY

Andrade, C., Kretschmer, R. R. and Kretschmer, L. W. 1989. Two languages for all children: Expanding to low achievers and the handicapped. In Muller, K. E. (ed.) Languages in elementary schools. New York: The American Forum. 177–203.Google Scholar
Bruck, M. 1978. The suitability of early French immersion programs for the language-disabled child. Canadian Journal of Education. 3.51–72.Google Scholar
Campbell, R. M., Gray, T. C., Rhodes, N. C. and Snow, M. A. 1985. Foreign language learning in the elementary schools: A comparison of three language programs. Modern Language Journal. 69.44–54.Google Scholar
Curtain, H. and Pesola, C. A.. 1988. Languages and children making the match. Reading, MA: Addison-Wesley.Google Scholar
Eddy, P. A. 1980. Foreign languages in the USA: A national survey of American attitudes and experience. Modern Language Journal. 64.58–63.Google Scholar
Farmer, M. W. 1980. The Intercultural Language Program in San Diego: Total immersion. Hispania. 63.567–569.Google Scholar
Garcia, P. 1990a. ¡Adelante! The Spanish Immersion Program of the Kansas City, Missouri schools. Hispania. 73.1130–1133.CrossRefGoogle Scholar
Garcia, F. 1990b. Tomorrow's German program today: The Mount Washington story. Die-Unterrichtspraxis. 23.19–25.CrossRefGoogle Scholar
Genesee, F. 1987. Learning through two languages. Rowley, MA: Newbury House.Google Scholar
Holobow, N., Genesee, F. and Lambert, W. E. 1987a. Learning in a second language: The effects of partial French immersion on children from middle and working class backgrounds—Cincinnati year 2. Montreal: Psychology Department, McGill University.Google Scholar
Holobow, N., Genesee, F. and Lambert, W. E. 1987b. Cincinnati year three: The effectiveness of a partial french immersion program on students from different social class and ethnic backgrounds—Children in grades 1 and 2. Montreal: Psychology Department, McGill University.Google Scholar
Holobow, N., Genesee, F. and Chartrand, L. 1988. The Cincinnati study: report on year 4; effectiveness of a partial French immersion program for students from different ethnic and social class backgrounds. Montreal: Psychology Department, McGill University.Google Scholar
Holobow, N., Genesee, F., Lambert, W. E., Gastright, J. and Met, M. 1987. Effectiveness of partial French immersion for children from different social class and ethnic backgrounds. Applied Psycholinguistics. 8.137–152.Google Scholar
Lambert, W. E. and Klineberg, O. 1967. Children's views of foreign people. New York: Appleton-Century-Crofts.Google Scholar
Lambert, W. E. and Tucker, R.. 1972. Bilingual education of children: The St. Lambert experiment. Rowley, MA: Newbury House.Google Scholar
Lindahl, L. and Maguire, R.. 1991. Global awareness teaching strategies. Media and Methods. 28.1.32–34.Google Scholar
Met, M. 1978. Bilingual education for speakers of English. Foreign Language Annals. 11.35–40.Google Scholar
Met, M. 1982. Spanish in elementary schools: Alive and well in Cincinnati. Hispania. 65.624–626.CrossRefGoogle Scholar
Met, M. 1987. Twenty questions: The most commonly asked questions about starting an immersion program. Foreign Language Annals. 20.311–315.Google Scholar
Met, M. 1991. Elementary school foreign languages: What research can and cannot tell us. In Silber, E. (ed.) Critical issues in foreign language instruction. New York: Garland Press.Google Scholar
Met, M. and Rhodes, N.. 1990. Elementary school foreign language instruction: Priorities for the 1990's. Foreign Language Annals. 23.433–443.CrossRefGoogle Scholar
Modern Language, Association (MLA) Cooperative Tests, French and Spanish Versions. 1962. Princeton, New Jersey: Educational Testing Service.Google Scholar
National Commission on Excellence in Education. 1983. A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office. [Report No. 065–000–00177.]Google Scholar
National Governors' Association. 1989. America in transition: The international frontier. Washington, DC: Report of the Task Force on International Education.Google Scholar
Ozete, O. 1980. Milwaukee's French/German/Spanish immersion success. Hispania. 63.569–571.Google Scholar
President's Commission on Foreign Language and International Studies. 1979. Strength through wisdom: A critique of U.S. capability. Washington, DC: U.S. Government Printing Office.Google Scholar
Rhodes, N. C. 1991. Total and partial immersion programs in the U.S. Washington, DC: Center for Applied Linguistics. Unpublished manuscript.Google Scholar
Rhodes, N. C. and Oxford, R. L.. 1988. Foreign languages in elementary and secondary schools: Results of a national survey. Foreign Language Annals. 21.51–69.CrossRefGoogle Scholar
Rhodes, N. C. and Schreibstein, A. R.. 1983. Foreign language in the elementary school: A practical guide. Washington, DC: Center for Applied Linguistics.Google Scholar
Rosenbusch, M. 1991. Elementary school foreign language: The establishment and maintenance of strong programs. Foreign Language Annals. 24.297–314Google Scholar
Rosengren, F. H., Wiley, M. C. and Wiley, D. S. 1983. Internationalizing your school: A handbook & resource guide for teachers, administrators, parents and school board members. New York: National Council on Foreign Language and International Studies.Google Scholar
Schinke-Llano, L. 1986. Foreign language in the elementary school: State of the art. Washington, DC: Center for Applied Linguistics.Google Scholar
Southern Governors' Association's Advisory Council on International Education. 1986. Cornerstone of competition. Washington, DC: Government Printing Office.Google Scholar
Swain, M. and Lapkin, S. 1982. Evaluating bilingual education: A Canadian case study. Clevedon, Avon: Multilingual Matters.Google Scholar
Thompson, L., Richardson, G., Wang, L. and Rhodes, N. C. 1988. The development of the FLES test–Spanish. Washington, DC: Center for Applied Linguistics, Center for Language Education and Research. [Final Report to the U.S. Department of Education, Office of Educational Research and Improvement.]Google Scholar
Wang, L. S., Richardson, G. and Rhodes, N. 1988. The CLEAR Oral Proficiency Exam (COPE). Washington, DC: Center for Applied Linguistics. [Project Report Addendum: Clinical Testing and Validity and Dimensionality Studies.]Google Scholar