Differential Linguistic Development of Japanese Language Learners in Elementary School

Abstract

This article represents the fourth year of research on a project documenting and evaluating a core Japanese language program, referred to herein and in the United States as foreign language in elementary school (FLES). In this Year 4 article, we analyze data for a sample of 32 students, comparing their collective growth from Year 3 to Year 4. The data for the 32 sampled students reveals that overall linguistic growth was significant in Year 4. Next, we profile and provide a cross-case analysis of six students, taken from the sample of 32, who have participated in the JFLES program since its inception. By analyzing multiple data points for the six learners, three of whom were novice learners and three of whom were intermediate learners, we gain an in-depth view of pre-adolescent (fourth and fifth grade) FLES students who have participated in a well-articulated FLES program for four years. The profiles reveal differential linguistic development and differential attitude towards the JFLES program. Finally, we argue that existing second language assessment practices that label young language learners as high and low achievers may be problematic. Our research demonstrates the importance of employing multiple measures when assessing the language learning of children.