How can immersion in a language affect learning
across the curriculum?
The UK’s first Early
Primary Partial Immersion programme an ‘outstanding
success’...
In April 2008, researchers from Scottish CILT
published the final report from their study of the French Early
Primary Partial Immersion (EPPI) programme at Walker Road Primary
School, Aberdeen. EPPI is a particular kind of immersion education
characterised by teaching children in two languages from their
first year of primary.
For the Walker Road pupils, this meant
receiving some of their education in English and some in French,
the first time such a model has been applied to teaching in the
UK.
The report brings together nearly three years
of research carried out between 2005 and 2008, and its positive
findings build on the promising initial evaluation that followed
the beginning of the programme in 2000.
For instance, comparing the English reading
ability of high- and middle-attaining children now in their final
year at the school showed that those taught in EPPI classes
consistently exceeded the national reading targets for their age
and achieved more highly than their peers who were not involved in
the scheme.
Comments from the EPPI pupils at Walker Road
highlight their enthusiasm for learning in English and French. Boys
were especially keen that this style of teaching should be
available in other schools, an encouraging response that was echoed
by parents’ ‘clear wish’ to continue with the programme.
The research also recorded children’s
attainment in maths, French and environmental studies.
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