A Comparative Study Investigating Achieved Reading Level, Self-Esteem and Grades as Related to Length of Exposure to Bilingual Education in a Major United States City.

Autor/inn/en	Curiel, Herman; und weitere
Titel	A Comparative Study Investigating Achieved Reading Level, Self-Esteem and Grades as Related to Length of Exposure to Bilingual Education in a Major United States City.
Quelle	(1979), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Bilingual Students; Comparative Analysis; Elementary School Curriculum; English; Grade Point Average; Grade 7; Junior High Schools; Mexican American Education; Program Effectiveness; Reading Achievement; Second Language Learning; Self Esteem; Urban Areas; Texas (Houston) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; English language; Englisch; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarstufe I; Leseleistung; Zweitsprachenerwerb; Self-esteem; Selbstaufmerksamkeit; Urban area; Stadtregion
Abstract	A Houston, Texas, elementary bilingual program did not produce consistently equal or superior cognitive outcomes but was effective in facilitating second language learning. In order to ascertain the effects of the program on participants' self esteem, English reading level, and grade point average (GPA), the elementary and seventh grade GPAs of an experimental group of 86 Mexican American seventh grade students who had spent at least 1 year in the program, as well as their scores on the Piers-Harris Children's Self Concept Scale and the Iowa Test of Basic Skills, were compared to those of 90 Mexican American students ln a control group who had experienced a traditional English language elementary program. Length of time in the program made no difference in the seventh grade performance of the experimental group in the three variables. While the control group scored higher in English reading comprehension, vocabulary, and English language skills at the end of elementary school, the experimental group achieved comparable performance in the seventh grade in all but the last of these measures. Although the experimental group appeared more anxious, there was no difference in self-concept between groups. Finally, the GPA of the experimental group was significantly higher during elementary school but this difference disappeared in the seventh grade. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC