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| Autor/in | Taylor, Thomasine |
|---|---|
| Titel | English Language Proficiency for Fourth and Fifth Grade Spanish-Speaking Children. |
| Quelle | (1970), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Bilingual Education; Disadvantaged; English (Second Language); Experimental Programs; Grade 4; Grade 5; Language Tests; Spanish Speaking |
| Abstract | An experimental program designed to develop oral language (English) was started in the San Antonio Independent School District in 1964 and included 28 first grade classrooms of culturally deprived urban Spanish-speaking children. Classrooms were designated as Oral-Aural English, with intensive English one hour daily; Oral-Aural Spanish, with intensive Spanish one hour daily; and Non Oral Aural (which was merged with O-AE and O-AS after two years. Ott's study, 1967, showed superior gains made by the experimental groups in the first grade, but these findings were not predictive of continued superiority through the intermediate grades. The author's study (her doctoral dissertation, University of Texas at Austin, January 1969, of which the present paper is an abstract) was designed to analyze the cumulative effects of instruction on children receiving continuous treatment over a period of years. Conclusions remain unexplained as to why the scores of children receiving Spanish treatment excelled the other treatment groups when the criterion was English proficiency. A possible reason is that hearing one's own language amplifies the phonemic and syntactical contrasts between English and Spanish, thus making it easire for Spanish speakers to learn English. (AMM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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