Effects of 4-year second language learning on standardized test scores and social acceptance.

摘要

In many high schools across the United States, foreign language is not a requirement to graduate from high school. Thus, many individuals are never introduced to cultures or languages other than their own. This study was conducted to see if those who took second languages had significant differences academically and socially from those who did not. Specifically, the academic and social benefits of learning a foreign language through four years of high school are investigated. This mixed methods study gathered quantitative data from students' state standardized ACT tests and student surveys. This information was gathered from forty high school seniors involved with a foreign language for four-years and forty seniors that did not receive that training. Twelve open-ended interviews were also conducted: six interviews from each subgroup. Quantitative data were analyzed through independent t-tests using statistical analysis software. Qualitative data from the interviews were coded using an approach that combined a modified open-coding technique with concept mapping. Using this approach, codes, connections between codes and themes were determined. Quantitative data indicated that a significant relationship existed between four-year second language learning and higher standardized test scores and social acceptance. Both qualitative and quantitative data indicated those with a second language background may also exercise a wide variety of multiple intelligences. With this information, social change can begin by educating others on the benefits of second language learning. This knowledge can be used with future high school students, parents, teachers, and even society as a whole. The researcher hopes that future studies can be conducted to elevate the importance of bilingualism nationwide.