Establishing Criteria for Transition of ESL Students to Monolingual English Classrooms.

Autor/inn/en	Fischer, Kathleen B.; Caldwell, J.
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	Establishing Criteria for Transition of ESL Students to Monolingual English Classrooms.
Quelle	(1978), (46 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingual Education; Dominicans; English (Second Language); Grade 3; Grade 4; Intermediate Grades; Language Proficiency; Language Tests; Listening Comprehension; Mexican Americans; Mexicans; Primary Education; Puerto Ricans; Reading Comprehension; Reading Instruction; Regression (Statistics); Spanish; Syntax; Teacher Attitudes; Test Reliability; Test Validity; Transitional Programs; Vocabulary Skills + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Hörverständnis; Hispanoamerikaner; Mexikaner; Primarbereich; Puerto Rican; Puerto-Ricaner; Leseverstehen; Leseunterricht; Regression; Regressionsanalyse; Spanisch; Lehrerverhalten; Testreliabilität; Testvalidität; Aktiver Wortschatz
Abstract	This study explores several research questions. Of primary concern was the identification of variables that might be employed to predict the potential of students to succeed in monolingual English classrooms following transition from bilingual programs. Although consideration was given to various background and demographic factors, the principal focus of the research was on language proficiency variables--specifically reading comprehension, verbal production, and aural comprehension in English and the native language, Spanish. Of secondary and collateral concern was the validity and reliability of available instruments that might be used to measure these various language proficiencies. Two batteries of tests were constructed and refined. The appendix provides a list of the objectives or skills that were specified for construction of the batteries. A third concern was the comparability of results between different Hispanic language groups--students of predominantly native Mexican and Mexican American origin in the Los Angeles area and students of predominantly Puerto Rican and Dominican origin from the East Coast of the U.S. Analysis explores the relationship between language proficiency and classroom performance prior to and following transition for the current year's third-grade students enrolled in transitional bilingual programs, and the students who had been enrolled in third grade transitional bilingual programs the previous year. (Author/JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01