The present study examines data on outcomes from two federally funded programs for overseas critical language learning by American students. The subjects (N = 452) comprise young-adult participants in the Russian Overseas Flagship (N = 126) from AY 2004-05 to 2014-15 and late-adolescent participants in the summer and year programs of the National Security Language Initiative for Youth (NSLI-Y) from 2013-2015 and from AY 2011-2012 to 2014-15, respectively. NSLI-Y participants include students in the Arabic academic year program (N = 47), the Chinese academic year program (N = 78), the Russian academic year program (N = 57), and the eight-week Russian summer program (N = 144). Variables affecting gains are considered using pre-program and post-program reading, listening, and OPI values. Questions of relative language difficulty among Arabic, Chinese, and Russian; gender-based effects within specific language programs; and cross-modal interactions for participants of the Russian programs are addressed.
","abstract_html":"<p>The present study examines data on outcomes from two federally funded programs for overseas critical language learning by American students. The subjects (N = 452) comprise young-adult participants in the Russian Overseas Flagship (N = 126) from AY 2004-05 to 2014-15 and late-adolescent participants in the summer and year programs of the National Security Language Initiative for Youth (NSLI-Y) from 2013-2015 and from AY 2011-2012 to 2014-15, respectively. NSLI-Y participants include students in the Arabic academic year program (N = 47), the Chinese academic year program (N = 78), the Russian academic year program (N = 57), and the eight-week Russian summer program (N = 144). Variables affecting gains are considered using pre-program and post-program reading, listening, and OPI values. Questions of relative language difficulty among Arabic, Chinese, and Russian; gender-based effects within specific language programs; and cross-modal interactions for participants of the Russian programs are addressed.</p>","abstract_has_math":false,"creators":["Shaw, Jane R."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Bryn Mawr only","degree_discipline":"Russian","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T01:23:46Z","subjects":["Slavic Languages and Societies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.brynmawr.edu/dissertations/168","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Shaw, Jane R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Russian"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Bryn Mawr only"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Slavic Languages and Societies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.brynmawr.edu/dissertations/168"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The present study examines data on outcomes from two federally funded programs for overseas critical language learning by American students. The subjects (N = 452) comprise young-adult participants in the Russian Overseas Flagship (N = 126) from AY 2004-05 to 2014-15 and late-adolescent participants in the summer and year programs of the National Security Language Initiative for Youth (NSLI-Y) from 2013-2015 and from AY 2011-2012 to 2014-15, respectively. NSLI-Y participants include students in the Arabic academic year program (N = 47), the Chinese academic year program (N = 78), the Russian academic year program (N = 57), and the eight-week Russian summer program (N = 144). Variables affecting gains are considered using pre-program and post-program reading, listening, and OPI values. Questions of relative language difficulty among Arabic, Chinese, and Russian; gender-based effects within specific language programs; and cross-modal interactions for participants of the Russian programs are addressed.
"]},{"key":"dc:title","label":"Title","values":["Understanding Language Gain in the Overseas Immersion Context: Multi-Modal Assessment of Young Adult Learners of Arabic, Chinese, and Russian"]}]}],"canonical_facts":{"dc:creator":["Shaw, Jane R."],"dc:description.abstract":["The present study examines data on outcomes from two federally funded programs for overseas critical language learning by American students. The subjects (N = 452) comprise young-adult participants in the Russian Overseas Flagship (N = 126) from AY 2004-05 to 2014-15 and late-adolescent participants in the summer and year programs of the National Security Language Initiative for Youth (NSLI-Y) from 2013-2015 and from AY 2011-2012 to 2014-15, respectively. NSLI-Y participants include students in the Arabic academic year program (N = 47), the Chinese academic year program (N = 78), the Russian academic year program (N = 57), and the eight-week Russian summer program (N = 144). Variables affecting gains are considered using pre-program and post-program reading, listening, and OPI values. Questions of relative language difficulty among Arabic, Chinese, and Russian; gender-based effects within specific language programs; and cross-modal interactions for participants of the Russian programs are addressed.
"],"dc:identifier":["https://repository.brynmawr.edu/dissertations/168"],"dc:subject":["Slavic Languages and Societies"],"dc:title":["Understanding Language Gain in the Overseas Immersion Context: Multi-Modal Assessment of Young Adult Learners of Arabic, Chinese, and Russian"],"thesis:degree_discipline":["Russian"],"thesis:degree_level":["Bryn Mawr only"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:23:46Z"}