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Pub Date: |
1998-00-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Case Studies; Elementary Secondary Education; English (Second Language); Mathematics Instruction; Participant Satisfaction; Program Descriptions; Program Effectiveness; Reading Skills; Second Languages; Spanish; Standardized Tests; Surveys; Two Way Immersion Programs
Abstract:
The design and effectiveness of the Amigos program, a two-way Spanish-English bilingual immersion program in Cambridge (Massachusetts) are described. In the program, half the instruction is in English, half in Spanish from kindergarten through eighth grade. Half the students are native Spanish-speakers and half are native English-speakers. The report begins with a description of the program's design, then presents two brief case studies of two native Spanish-speaking program graduates, including comments from interviews. The bulk of the report consists of the results of an attitude survey administered to all students in 1996 and of standardized tests of English and Spanish skills, including reading and mathematics subscales from 1990-91 through 1996-97. It is concluded that both native English-speaking and native Spanish-speaking groups are approaching balanced skills in the two languages in reading and math, and are gaining appreciation and knowledge of the others' cultures. Contains 22 references. (MSE)
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Pub Date: |
1994-00-00 |
Pub Type(s): |
Reports - Research; Numerical/Quantitative Data; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
Cultural Awareness; English (Second Language); Hispanic Americans; Intercultural Communication; Intermediate Grades; Language of Instruction; Language Skills; Limited English Speaking; Reading Comprehension; Second Language Instruction; Spanish Speaking; Student Attitudes; Two Way Immersion Programs
Abstract:
This report describes a pilot study of the attitudes and personal estimates of progress of students who have spent 4 or more years in the Amigos two-way bilingual program in Cambridge, Massachusetts. The program currently enrolls about 300 students: 50% native Spanish speakers and 50% native English speakers, approximately half of whom are African American. For half the day Spanish is the medium of instruction and English is used for the other half. A 25-questions survey was administered to Grade 4, 5, and 6 Amigo students designed to sound out their perceptions of the two-way language learning experience and the social world it provides. Results showed that both English- and Spanish-Amigos are aware of their progress in acquiring skills in both Spanish and English; that both groups have confidence in their potential as teachers of these languages; and that both are sensitive to cultural norms governing language use outside of school. Results also showed that the majority of Amigo students are basically satisfied with the program; that they want to continue in it and in their own bilingual/bicultural development; and that they do not believe the program has jeopardized their academic progress nor their command of their first language. The study investigators believe that these perceptions and opinions of students are essential to the evaluation of the program's effectiveness and to the program's amelioration. Appended to the report are the responses displayed in tabular form by grade following each of the 25 questions. A brief second table gives data on average Spanish and English reading scores of the Spanish Amigos. (LR)
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Pub Date: |
1990-09-00 |
Pub Type(s): |
Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Bilingual Education Programs; Comparative Analysis; Cooperative Programs; Educational Change; Elementary Secondary Education; English (Second Language); Foreign Countries; Language Teachers; Limited English Speaking; Second Language Instruction; Second Language Programs
Abstract:
Distinctions are made between foreign language (FL) and second language (SL) teaching and learning. It is suggested that several major issues emerging in FL and SL education in the United States must be considered before substantive improvements can be made in the FL or SL competence of both native English speakers and those whose native language is other than English. The issues to be resolved include the following: (1) FL and SL professionals have substantially different aims, orientations, and training and their offerings are directed to different populations of users; (2) there is a more serious demand by those being educated for higher levels of competence in foreign language and second languages than usually occurs in school-based education programs; and (3) there are time constraints, since no extra time can be directed to language education if it curtails the comprehensive education in math, sciences, humanities, and social sciences needed in today's technical and international world markets. The integration of the talents of both FL and SL professionals and educational approaches is advocated. It is suggested that two-way bilingual immersion education programs can simultaneously enhance the language competency of both native and non-native English students without shortchanging them on basic educational needs. Contains 72 references. (LB)
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Pub Date: |
1981-11-00 |
Pub Type(s): |
Books; Opinion Papers |
Peer Reviewed: |
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Descriptors:
Bilingual Education; Bilingualism; Cognitive Style; English (Second Language); Language Acquisition; Second Language Learning
Abstract:
Four essays are presented on the subject of bilingualism, with the specific purpose of providing information for teachers about the ways in which they can help language minority children sustain their first language while acquiring English. After an introduction by G. Richard Tucker, the following papers are presented: (1) "Bilingualism: Its Nature and Significance," by Wallace E. Lambert; (2) "Bilingual Education and First Language Acquisition," by Catherine E. Snow and Beverly A. Goldfield; (3) "Learning English as a Second Language in a Bilingual Setting: A Guide for Parents and Teachers," by Anna Uhl Chamot; and (4) "Cognitive Styles and the Bilingual Educator," by Stephen R. Cahir. (AMH)
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Pub Date: |
1981-02-00 |
Pub Type(s): |
Opinion Papers; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Bias; Cross Cultural Training; Cultural Pluralism; Ethnocentrism; Language; Language Attitudes; Psycholinguistics; Second Language Learning; Social Integration; Social Psychology; Sociolinguistics
Abstract:
Social problems such as prejudice, discrimination, and societal unfairness are examined from the perspective of their association with language. Research in the psychology of language is reviewed with regard to these issues and with particular reference to the situation in Quebec. The first question addressed is the role that attitudes play both as determiners of the rate of acquisition of a second or foreign language and as outcome effects attributable to the degree of skill or lack of skill attained in the study of the other language. A second issue is the unfairness in educational systems and the connection with language styles and attitudes. The third topic addressed is the decline in interest in the study of foreign languages and the widespread immigration of speakers of other languages. A plan is proposed for sharing languages in the community rather than concentrating on language instruction in the schools. Finally, the demand for social and political independence on the part of cultural and linguistic minorities is looked at in relation to native and second language instruction. One conclusion is that those involved with the psychology of language need to turn their attention to broad sociopolitical issues that impinge on language in society. (AMH)
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