An Error Analysis of the Spoken English of Mexican-American Pupils in a Bilingual School and a Monolingual School. Research and Development Memorandum No. 103.

Autor/inn/en	Politzer, Robert L.; Ramirez, Arnulfo G.
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	An Error Analysis of the Spoken English of Mexican-American Pupils in a Bilingual School and a Monolingual School. Research and Development Memorandum No. 103.
Quelle	(1973), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Error Patterns; Language Acquisition; Mexican Americans; Monolingualism; Morphology (Languages); Primary Education; Speech Communication; Syntax; Tables (Data) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Fehlertyp; Sprachaneignung; Spracherwerb; Hispanoamerikaner; Morphology; Morphologie; Primarbereich; Tabelle
Abstract	The study sought to (1) furnish data to be used in further language-error analyses and studies of causes of errors in language acquisition, (2) provide specific data for a basis in constructing pedagogical materials and proficiency tests to be used in teaching English to Mexican American children, and (3) determine whether bilingual or monolingual schooling affects the number and/or the patterning of errors. The sample consisted of 61 Mexican American children attending a monolingual school and 59 Mexican American children attending a bilingual school. The children were shown a silent movie and then asked to tell the story. Their answers were recorded on tape and transcribed. The deviations from standard English were described and categorized into errors in morphology, syntax, and vocabulary and counted as to their relative frequency in order to determine differences due to such independent variables as grade, sex, and type of schooling. Comparisons of frequency were based on comparisons made as to correct usage percentage within the 2 most frequent error categories and overall comparisons of all error frequency made as to number of errors per number of words. Major findings were (1) that deviations apparently were the result of the expected Spanish interference, the improper application of standard English rules, and the influence of nonstandard English dialects and (2) that children in the bilingual school did not differ significantly from those in the monolingual school with respect to frequency of deviations from standard English. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01