Bilingual Education: Oral Language Assessment as a Prerequisite.

Autor/inn/en	Mazon, M. Reyes; McRae, Susan C.
Institution	San Diego State Univ., CA. Inst. for Cultural Pluralism.
Titel	Bilingual Education: Oral Language Assessment as a Prerequisite.
Quelle	(1975), (81 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biculturalism; Bilingual Education; Bilingualism; Diagnostic Teaching; Diagnostic Tests; Elementary Education; English; Inservice Teacher Education; Language Acquisition; Language Instruction; Language Proficiency; Language Skills; Language Tests; Program Evaluation; Second Language Learning; Spanish; Speech Communication + Suchen Sie Ihr Suchwort? Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Diagnostic assessment; Diagnostisches Verfahren; Diagnostic test; Diagnostischer Test; Elementarunterricht; English language; Englisch; Lehrerfortbildung; Sprachaneignung; Spracherwerb; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Spanisch
Abstract	This is an interim report on the first year of a five-year Spanish/English, bilingual/bicultural education program in Pueblo, Colorado, for grades K-4. The program is based on the premise that realistic language instruction begins with an assessment of each student's oral proficiency in both languages. The teacher should then develop this proficiency, before reading instruction begins, to bridge the gap between the informal spoken language of the child's home and the formal language of school. To do this, teachers must understand the process of language learning, the differences between oral and written language, and language varieties and functions. The "Gloria and David Oral Language Assessment: Spanish/English Version" was administered to determine oral language dominance and to profile each student's language skills for use as a basis for individualized instruction. The report includes statistics on program enrollment; language assessment materials and data; outlines of inservice workshops; an evaluation of the program to date; and recommendations for instruction, development of objectives, relative emphasis on the first and second languages, community involvement, program coordination, and staff needs. (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01