Hansen Blake D, Caldarella Paul, Williams Leslie, Wills Howard P
1 Brigham Young University, Provo, UT, USA.
2 University of Kansas, Kansas City, KS, USA.
Behav Modif. 2017 Sep;41(5):626-646. doi: 10.1177/0145445517698418. Epub 2017 Mar 20.
Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students' classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.
双语沉浸式课堂的课堂管理存在独特的挑战。教师必须用第二语言进行教学和纠正，而学生在这门语言上还处于初学者阶段，同时还要采用适合第二语言环境的有效课堂管理策略。全班级功能相关干预小组（CW-FIT）是一个积极的课堂管理项目，它教授社交技能并利用小组应急措施来改善行为。本研究考察了法语沉浸式教学的教师在第二语言环境中实施CW-FIT的能力，包括CW-FIT对教师表扬和斥责频率以及学生课堂行为的影响。同时也评估了社会效度。采用带有嵌入式反转的单被试多基线设计来评估其在二、三、四年级双语沉浸式课堂中的影响。结果表明，双语沉浸式教学的教师能够忠实地在第二语言环境中实施CW-FIT。该干预显著增加了教师的表扬，并改善了课堂上的专注行为。教师斥责频率的变化并不一致。学生和教师都认为CW-FIT具有社会效度。
