ACADEMIC ACHIEVEMENT THROUGH FLES: Young Learners Benefit from Foreign Language Study

Record: Carolyn Taylor, and Robert LaFayette, “Academic Achievement Through FLES: A Case for Promoting Greater Access to Foreign Language Study Among Young Learners” in The Modern Language Journal, (2010): 22-42. [Available Here]

Summary: Carolyn Taylor is a Professor of Education at the University of Wyoming. Her main focus is on secondary teaching. Robert LaFayette is an Emeritus Professor at Louisiana State University. He specializes in curriculum and instruction. Together these two professors collaborated to develop their common interest on the impact of early foreign language learning on academic achievement. Their study takes place on fifth graders who were introduced to foreign language in their third grade classes. This program is called FLES (Foreign Language Early Start). Continue reading



Record: Nancy C. Rhodes, “Elementary School Foreign Language Teaching: Lessons Learned Over Three Decades (1980-2010)” in Foreign Language Annals 47, (2014): 115-133. [Available Here]

Summary: Nancy Rhodes is a sociolinguistics professional at the Center For Applied Linguistics in Washington D.C. She has a total of eight publications with the company. The Center For Applied Linguistics conducts research, develops language assessments and instructional materials to help enhance professional development and technical assistance service through online courses that provide information related to language and cultural diffusion. Continue reading


Record: Carmen Muñoz. “Input and Long-Term Effects of Starting Age in Foreign Language Learning.” In International Review of Applied Linguistics in Language Teaching, (2011): 113-133. [Available Here]

Summary: Carmen Muñoz is a Professor of the English Studies Department of the University of Barcelona. She is interested in the acquisition of foreign language education from an early age.

In this study the author attempts to analyze the long-term effects of early foreign language education. She seeks to specifically look at the differences in the outcomes of naturalistic language learners and instructed language learners. She also looks at the differences even among instructed language learners, with respect to the age of initial exposure as well the duration of foreign language education.

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BILINGUAL TWO-WAY IMMERSION PROGRAMS: Immersion and Academic Achievement

Record: Viorica Marian, Anthony Shook, and Scott R. Schroeder. “Bilingual Two-Way Immersion Programs Benefit Academic Achievement” in Bilingual Research Journal, (2013): 167-186. [Available Here]

Summary: Viorica Marian, Anthony Shook, and Scott R. Schroeder are all affiliated with Northwestern University Department of Communication Sciences and Disorders. They are members of the Bilingualism and Psycholinguistics Research Group at the university. Dr. Viorica Marian is the principal professor at Northwestern University. Her research focuses on bilingualism and multilingualism. Dr. Anthony Shook is a visiting professor at Northwestern University. He is interested in discovering how the brain processes multiple languages at once. Dr. Scott Schroeder is part of the post-doctoral research team. The bulk of his research is on the relationship between memory and language. His main focus is to determine the impact of bilingual audio-visual integration in the brain. Continue reading

Restrictive Language Education Policies and Emergent Bilingual Youth: A Perfect Storm With Imperfect Outcomes.

Menken, Kate. “Restrictive Language Education Policies and Emergent Bilingual Youth: A Perfect Storm With Imperfect Outcomes.” Theory Into Practice 52.3 (2013): 160-68. Print.


For immigrants and other non-English speaking students, much of the public school system has limited their accessibility to resources and programs needed for a proper bilingual education. In this article, Kate Menken discusses of impact Continue reading