沉浸式强化教育的语言及元语言成果：双语程度如何？
Linguistic and metalinguistic outcomes of intense immersion education: How bilingual?
作者信息
Hermanto Nicola, Moreno Sylvain, Bialystok Ellen
机构信息
Department of Psychology, McGill University, Montreal, QC, Canada.
出版信息
Int J Biling Educ Biling. 2012;15(2):131-145. doi: 10.1080/13670050.2011.652591. Epub 2012 Feb 21.
Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after five years of immersion education in French. Measures of metalinguistic ability (letter fluency and ignoring semantic anomalies in sentence judgments) in French improved significantly over the two grades studied and closed the gap (letter fluency) or caught up with (sentence judgments) similar performance in English. This dissociation between developmental trajectories for linguistic and metalinguistic development is exactly the pattern expected for fully bilingual children, endorsing immersion education as a route to bilingualism.
对参加强化法语沉浸式课程的二年级和五年级英语母语儿童的英语和法语语言及元语言能力进行了测试。语言熟练度（词汇和语法知识）的测试结果在英语方面始终更高，即使在接受了五年的法语沉浸式教育后仍是如此。在研究的两个年级中，法语的元语言能力（字母流畅性和句子判断中忽略语义异常）有显著提高，缩小了（字母流畅性方面）差距或（句子判断方面）赶上了英语的类似表现。语言和元语言发展轨迹之间的这种分离正是完全双语儿童所预期的模式，这支持了沉浸式教育作为实现双语的一条途径。
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