A Study On The Twi Program

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The TWI program was for 8 hours a day for 200 days, while comparison classrooms operated 6 hours a day for 180 days. Teachers did not differ significantly in their backgrounds or training, although TWI teachers were more likely to have a Master’s degree (30% to 6% and be bilingual (50% to 25%). The TWI program had a week of English by teacher and assistant, and a week of Spanish by a Spanish teacher and assistant, with both sets collaborating to plan curricula and assessment. The major challenge of the study was that it was difficult to ensure that literacy tests in English and Spanish were entirely comparable. Also, some of the tests used were experimental and turned out to be too difficult for most children, including in post-test. Neither program was “pure” immersion because the children were given language support on the side. The results were positive and showed advancement for all children, with Spanish-language children in TWI benefiting the most in comparison to their peers in the EI group. Specifically, the Spanish-language children improved in their receptive vocabulary , with effect sizes of over half a deviation. TWI’s effect of producing greater gains in receptive language than in expressive was considered by the authors to be one of the most significant findings of the study, and it was thought that further research could determine how to extend these benefits to expressive language. Three out of four of the measures favored English language outcomes in TWI,
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