Content Analysis Schedule for Bilingual Education Programs: Portuguese Bilingual-Bicultural Project.

Autor/in	Hess, Richard T.
Institution	City Univ. of New York, NY. Hunter Coll. Bilingual Education Applied Research Unit.
Titel	Content Analysis Schedule for Bilingual Education Programs: Portuguese Bilingual-Bicultural Project.
Quelle	(1972), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biculturalism; Bilingual Education; Cognitive Development; Content Analysis; Curriculum Design; Educational Finance; Elementary Education; English; Grouping (Instructional Purposes); High School Students; Junior High School Students; Learning Theories; Portuguese; Preschool Children; Program Costs; Program Evaluation; Self Esteem; Sociolinguistics; Tutoring; California + Suchen Sie Ihr Suchwort? Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Kognitive Entwicklung; Inhaltsanalyse; Lehrplangestaltung; Bildungsfonds; Elementarunterricht; English language; Englisch; Grouping; Gruppenbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Junior High Schools; Sekundarstufe I; Learning theory; Lerntheorie; Portugiesischunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Self-esteem; Selbstaufmerksamkeit; Soziolinguistik; Förderkonzept; Nachhilfeunterricht; Kalifornien
Abstract	This content analysis schedule for the Purtuguese Bilingual-Bicultural Project of Artesia, California, presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Attached are additional pages on the general objectives of the program, the impact of the first year's operations on participating groups, and excerpts from tape recordings of on-site visitations. (SK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC