SCIENCE INSTRUCTION IN SPANISH FOR PUPILS OF SPANISH SPEAKING BACKGROUND, AN EXPERIMENT IN BILINGUALISM. FINAL REPORT.

Autor/inn/en	RAISNER, ARNOLD; und weitere
Institution	New York City Board of Education, Brooklyn, NY. Bureau of Educational Research.
Titel	SCIENCE INSTRUCTION IN SPANISH FOR PUPILS OF SPANISH SPEAKING BACKGROUND, AN EXPERIMENT IN BILINGUALISM. FINAL REPORT.
Quelle	(1967), (201 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingualism; Curriculum Evaluation; Junior High School Students; Parent Student Relationship; Program Evaluation; Puerto Ricans; Science Curriculum; Science Education; Science Programs; Second Language Learning; Self Concept; Spanish Speaking; New York (New York) + Suchen Sie Ihr Suchwort? Bilingualismus; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Programme evaluation; Programmevaluation; Puerto Rican; Puerto-Ricaner; Naturwissenschaftliche Bildung; Zweitsprachenerwerb; Selbstkonzept
Abstract	A STUDY WAS UNDERTAKEN TO DETERMINE THE EDUCATIONAL EFFECTS OF A LANGUAGE MAINTENANCE PROGRAM USING SPANISH AS A MEDIUM OF INSTRUCTION WITH JUNIOR HIGH SCHOOL STUDENTS OF SPANISH-SPEAKING BACKGROUND. THE PROGRAM'S EXPERIMENTAL VARIABLE CONSISTED OF BILINGUAL SCIENCE INSTRUCTION AND AN ACCELERATED COURSE IN THE SPANISH LANGUAGE. THE 994 SEVENTH-GRADE STUDENTS WHO BEGAN THE PROGRAM IN SEPTEMBER, 1964, HAD A HISPANIC BACKGROUND AND ORAL ABILITY IN SPANISH BUT LESS THAN GRADE LEVEL ENGLISH READING ABILITY. THEY WERE DIVIDED INTO 16 CONTROL AND 16 EXPERIMENTAL CLASSES, ALL OF WHICH FOLLOWED THE "NEW YORK CITY SCIENCE COURSE OF STUDY FOR THE JUNIOR HIGH SCHOOLS." THE EXPERIMENTAL "SCIENCE-SPANISH" CLASSES RECEIVED SPECIAL SPANISH LANGUAGE SCIENCE MATERIALS IN ADDITION TO THE STANDARD ENGLISH SCIENCE TEXT MATERIAL. EACH SCIENCE-SPANISH CLASS WAS TAUGHT BY A BILINGUAL TEACHER LICENSED TO TEACH SCIENCE WHO ENCOURAGED MAXIMUM USE OF SPANISH IN SCIENCE CLASSES AND LABORATORY PERIODS. IN ADDITION, THE EXPERIMENTAL CLASSES RECEIVED SPANISH LANGUAGE INSTRUCTION IN WHICH THE AUDIOLINGUAL METHOD WAS DEEMPHASIZED IN FAVOR OF MORE FORMAL CONTRASTIVE STUDY OF GRAMMAR, WRITING, AND CORRECT USAGE. AFTER THREE YEARS, AN EXTENSIVE EVALUATION OF THE PROGRAM WAS MADE IN THREE AREAS--(1) STUDENT ACHIEVEMENT (ESPECIALLY IN SCIENCE AND SPANISH), (2) PERSONAL AND SOCIAL DEVELOPMENT (INCLUDING BILINGUAL DOMINANCE AND CULTURAL ATTITUDES), AND (3) THE REACTIONS OF THE PROFESSIONAL STAFF TO THE PROGRAM. EXPERIMENTAL GROUP ACHIEVEMENT WAS FOUND TO BE SUPERIOR IN SCIENCE AND SPANISH, BUT WAS NOT AFFECTED IN SOCIAL STUDIES OR MATHEMATICS. IN THE AREA OF CLASSROOM ENGLISH ACHIEVEMENT, THE EXPERIMENTALS DID AS WELL AS THE CONTROLS, WHILE IN ENGLISH READING ABILITY THEY DID MUCH BETTER. EVALUATION ALSO REVEALED THAT THE BILINGUALLY TAUGHT CHILDREN TENDED TO RETAIN THE PARENTAL CULTURE, POTENTIALLY STRENGTHENING THE BOND BETWEEN CHILD AND HOME. PROFESSIONAL STAFF RESPONSES INDICATED A GENERALLY FAVORABLE REACTION TO THE PROGRAM. RECOMMENDATIONS FOR FUTURE BILINGUAL PROGRAMS ARE INCLUDED IN THIS FINAL REPORT. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC