Reference : A meta-analysis of the effectiveness of bilingual programs in Europe

	Document type :	Scientific congresses, symposiums and conference proceedings : Unpublished conference
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Multilingualism and Intercultural Studies
	To cite this reference:	http://hdl.handle.net/10993/32119

Title :	A meta-analysis of the effectiveness of bilingual programs in Europe
Language :	English
Author, co-author :	Aleksic, Gabrijela [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
	Ferring, Dieter [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
	Martin, Romain [University of Luxembourg > Rectorate > Academic Affairs >]
Publication date :	Jun-2014
Peer reviewed :	No
Audience :	International
Event name :	International Conference on Language Acquisition for Young Researchers
Event date :	27-06-2014
Event place (city) :	Lisbon
Event country :	Portugal
Keywords :	[en] meta-analysis ; bilingual-education ; Europe
Abstract :	[en] The effectiveness of bilingual programs for promoting academic achievement of language-minority in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context. Thorough literature searches uncovered 101 European studies, with only seven meeting the inclusion criteria. Two studies were excluded from further analyses. Results from the random-effects model of the five remaining studies indicate a small positive effect (g = 0.23; 95% CI [0.10, 0.36]) for bilingual over submersion programs on reading of language-minority children. Thus, this meta-analysis supports bilingual education—that is, including the home language of language-minority children—in school instruction. However, the generalizability of the results is limited by the small number of studies on this topic. More published studies on bilingual education in Europe are needed as well as closer attention to the size of the effects.
Funders :	Fonds National de la Recherche - FnR
Name of the research project :	PhD
Permalink :	http://hdl.handle.net/10993/32119

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