Showing papers in "NABE: The Journal of the National Association for Bilingual Education in 1989"
TL;DR: The authors identified some of the advantages that cooperative learning arrangements offer in second language and bilingual instruction, including increased frequency and variety of second language practice through different types of interaction; possibility for development or use of the first language in ways that support cognitive development and increased second language skills; opportunities to integrate language with content instruction; inclusion of a greater variety of curricular materials to stimulate language use as well as concept learning; freedom for language teachers to master new professional skills, particularly those emphasizing communication; and opportunities for students to act as resources for each other and, thus, assume a more active
Abstract: This paper identifies some of the advantages that cooperative learning arrangements offer in second language and bilingual instruction. There are six main benefits (two linguistic, two curricular and two social): (1) increased frequency and variety of second language practice through different types of interaction; (2) possibility for development or use of the first language in ways that support cognitive development and increased second language skills; (3) opportunities to integrate language with content instruction; (4) inclusion of a greater variety of curricular materials to stimulate language use as well as concept learning; (5) freedom for language teachers to master new professional skills, particularly those emphasizing communication; and (6) opportunities for students to act as resources for each other and, thus, assume a more active role in learning. Pertinent empirical findings from various settings of linguistic diversity are presented and theoretical foundations summarized to show t...
91 citations
TL;DR: In this paper, a multiple case study was conducted examining the language and reading performance in Spanish and English of six fifth grade, native Spanish-speaking bilingual children, who represented three different levels of second language (L2) proficiency in English.
Abstract: A multiple case study was conducted examining the language and reading performance in Spanish and English of six fifth grade, native Spanish-speaking bilingual children. Subjects were chosen who represented three different levels of second language (L2) proficiency in English. All subjects attended the same bilingual education program, four since kindergarten and two since third grade. Data interpretation described relationships between second language oral proficiency and reading comprehension. Results suggested that second language oral proficiency was related positively to reading comprehension ability for these subjects. The lowest English L2 proficiency subjects showed evidence of limited second language proficiency inhibiting independent reading comprehension. Further research is needed to more fully describe characteristics of limited English language proficiency associated with low reading comprehension in the same language. In addition, given that other factors such as background knowled...
16 citations
TL;DR: The authors found that the more the student remains engaged in speaking, the greater the opportunity to develop his skill, and recommended that the teacher and learner should encourage the student to develop a positive attitude towards speaking, to obligatorily speak the target language in and out of the class, and to use a variety of techniques to promote the speaking ability.
Abstract: The objective of this study is to determine the influential factors contributing to the College students’ English speaking inability. Speaking inability is roughly defined as the inability to speak the target language accurately and fluently. Data for this research were collected through a survey of openended questions and two structured interviews. The conclusions tend to support the role of attitudinal factors in foreign language learning. Another conclusion is that the more the student remains engaged in speaking the greater the opportunity to develop his skill. The recommendations include helping and stimulating both the teacher and the learner to develop a positive attitude towards speaking, to obligatorily speak the target language in and out of the class, to use a variety of techniques to promote the speaking ability, and to lay greater emphasis on communication courses rather than literature courses in the curriculum of the target language.
14 citations
TL;DR: The authors used a biliteracy analysis of the National Chicano Survey (NCS) to profile literacy and educational characteristics of the Mexican-origin population and found that non-literacy is associated with Mexican nativity and with age.
Abstract: This study used a biliteracy analysis of the National Chicano Survey (NCS) to profile literacy and educational characteristics of the Mexican-origin population. By differentiating “English” literacy from literacy generally, it is argued that a more realistic picture is presented of the so-called literacy crisis since most discussions of literacy at the national level confuse literacy with English literacy. Findings indicate that among groups such as Chicanos, biliteracy and Spanish literacy are resources which demonstrate associations with educational achievement, family income, employment, and increased political participation. The study also found that nonliteracy is associated with Mexican nativity and with age (those over 45 years of age are far less likely to be literate). Women were found to have higher levels of English literacy, biliteracy, and education; men were found to have higher levels of Spanish literacy. As expected, language background characteristics and language of literacy dem...
12 citations
TL;DR: The authors compared reading achievement outcomes for two groups of Mexican American students (Spanish- dominant N = 25; English-dominant N = 118) in a transitional bilingual education (TBE) program and a traditional English program for grades one through three.
Abstract: The purpose of this study was to compare reading achievement outcomes for two groups of Mexican American students (Spanish- dominant N = 25; English-dominant N = 118). The Spanish- dominant, limited English proficient subjects participated in a transitional bilingual education (TBE) program and the English- dominant subjects in a traditional English program for grades one through three. The study’s second objective was to determine the impact of the experimentals’ exposure to the TBE program by examining their Spanish and English reading achievement. The experimental subjects outperformed the comparison group on second grade vocabulary while no differences emerged for reading comprehension. It was noted that experimental subjects developed English proficiency in reading at an earlier grade than expected and maintained Spanish reading achievement above national norms. The theoretical and empirical implications of these findings are also discussed.
10 citations
TL;DR: This paper examined the relation between current schooling practices and the language and reading achievement of a large sample of low-income Hispanic children who began their schooling in bilingual classrooms in Texas and found that the students on the average were acquiring English oral language skills at the rate expected and were gaining in English lite reading.
Abstract: This six-year longitudinal study examined the relations between current schooling practices and the language and reading achievement of a large sample of low-income Hispanic children who began their schooling in bilingual classrooms in Texas. The study examined the children’s language on entry into school and thereafter. Standardized test data were collected and examined, as were other more detailed sources of language and reading data. Systematic observation was carried out in the classroom. Information was gathered about the teachers’ instructional plans; the nature of the instructional program was documented. The student’s entry skills and subsequent achievement in oral language and the various components of reading were examined, and the students’ rates and patterns of growth were investigated in relation to the instruction each student received. The data revealed that the students on the average were acquiring English oral language skills at the rate expected and were gaining in English lite...
9 citations
TL;DR: The relationship of second-language gains to language use in the classroom, at home and with peers was investigated in this paper. But, the results were limited to Spanish-dominant homes.
Abstract: This paper concerns the relationship of second-language gains to language use in the classroom, at home and with peers. Two basic language measures from the Stanford Diagnostic Reading Test (SDRT), one of comprehension skills (which require relatively high levels of intentional effort to learn), the other of auditory vocabulary skills (which require less), were administered in a Fall-Spring-Fall sequence to 117 second- and fifth-grade children from Spanish-dominant homes. As hypothesized, the rate of comprehension gain dropped sharply during the Summer months. Contrary to the hypothesis, however, the rate of gain in auditory vocabulary was about the same, with or without schooling. In multiple regression analyses of the relationship of these second- language gains to language use in various settings, classroom language related only to gains in comprehension, and the influence of language use in the family was considerably stronger during the school year than the Summer. Conversely, peer language ...
8 citations
TL;DR: This article found that Korean-American high school students retained their culture and language while adding on the culture and languages of the dominant group in a marginal situation, and their bilingual-biculturalism was accompanied by positive outcomes and positive self concept.
Abstract: The purpose of this study was to see what was happening to the newly arrived Korean-American high school immigrant students in the Aurora Public Schools. Were these students being assimilated into the American culture? Was this process of culture change causing them problems such as acculturative stress and feelings of marginality? The study led to the following conclusions: These students were bilingual and bicultural as well as in a marginal situation i.e. between two cultures. However, they did not seem to have many negative characteristics but their bilingual-biculturalism was accompanied by positive outcomes and positive self concept. Their marginal situation was not a negative status. These Korean-American high school students retained their culture and language while adding on the culture and language of the dominant group. Bilingual-biculturalism seemed to be related to preserving a positive and healthy self concept in a marginal situation.
7 citations
TL;DR: A Spanish version of the developmental spelling test (DST) was used to evaluate the reading ability of first graders in a bilingual program in which students are first taught reading in their native language as mentioned in this paper.
Abstract: This study created and attempted to validate a Spanish version of a developmental spelling test (DST). The DST was administered in conjunction with measures of letter knowledge, concept of word, word reading, and reading comprehension to kindergarten, first, and second graders (n = 80) and followed-up with first graders (n = 30) one year later. The subjects were enrolled in a bilingual program in which students are first taught reading in their native language. DST scores are found to be strongly related to the reading measures and quite similar to results found with English DSTs. The DST was easy to administer and high in internal consistency and inter-rater reliability. Uses for a DST are discussed that concern planning instruction, placement and grouping decisions, and measuring growth. The DST scoring procedures provide a framework for analyzing spellings in naturally occurring text.
5 citations
TL;DR: In this paper, a model that elaborates the process whereby teachers may move from observed student traits to instructional strategies that are based on those traits is presented, in particular, teachers of language minority and other culturally distinct students.
Abstract: A model is presented that elaborates the process whereby teachers may move from observed student traits to instructional strategies that are based on those traits. The intent is to serve, in particular, teachers of language minority and other culturally distinct students. The model focuses on the content, context and mode (terms are defined) of an instructional strategy. A number of examples are provided indicating how a specific student trait might affect an instructional strategy at any of these three points. Two procedures are discussed for implementing the CCM model. The Broad Approach lists traits in superordinate categories before fitting them into the model; the Direct Approach works directly from an observed student trait to any of the three components of the model.
4 citations
TL;DR: In this paper, the authors describe and characterize the interactional patterns of newly-arrived Filipino students in the 8th grade in order to identify strategies which could be used to develop culturally-compatible teaching techniques for Ilokano-speaking Filipino students.
Abstract: Interactional styles refer to the preferred manner in which knowledge is learned and shared. Cultural differences can cause “discontinuities” among children from minority cultures who experience educational setbacks when the interactional patterns they bring from home differ from or conflict with those necessary to succeed in school. Knowing and capitalizing on the students’ preferred interactional styles can improve instruction for these students. The study was undertaken to describe and characterize the interactional patterns of newly-arrived Filipino students in the 8th grade in order to identify strategies which could be used to develop culturally-compatible teaching techniques for Ilokano-speaking Filipino students. Data used came from six videotapes bilingual and English-only lessons in social studies, observation notes and interviews with the participating teachers and students. Examination of the data showed that there are discernible patterns of teacher-student interaction in the bilingu...
TL;DR: In this article, a study of social interaction among Spanish-speaking, Mexican American 4-year-olds and English-speaking African-American 4 year-olds in a Head Start center was conducted.
Abstract: This study was a naturalistic investigation of social interaction among Spanish-speaking, Mexican American 4-year-olds and English-speaking, African-American 4-year-olds in a Head Start center. Data were collected over a 7-month period using participant observation, interviews, and audio and video recordings of the children in a variety of classroom and playground settings. The purpose of the research was to provide a detailed description of a bilingual, bicultural preschool setting and a theoretical analysis of the children’s interactional behavior. The principal questions addressed were how well the setting provided for peer social interaction and whether that social interaction facilitated the acquisition of English by the Spanish speakers. The setting was shown to provide little opportunity for peer social interaction, because of the manner in which the center’s routines and activities were organized. This, combined with the children’s language differences and their limited interactional skil...
TL;DR: The authors classified students who spoke a language other than English as fluent English proficient (FEP) or limited English proficient(LEP) depending upon their English proficiency, in California, in 1986.
Abstract: Students in California, in 1986, who spoke a language other than English were classified either as fluent English proficient (FEP) or limited English proficient (LEP), depending upon their English ...
TL;DR: In 1980, the Colorado legislature repealed the state's Bilingual/Bicultural Education Act, and replaced it with the English Language Proficiency Act, making it the first state to rescind a mandate for bilingual/bicultural education.
Abstract: Abstact In 1980, the Colorado legislature repealed the state’s Bilingual/Bicultural Education Act, and replaced it with the English Language Proficiency Act, making it the first state to rescind a mandate for bilingual/bicultural education. As the need for services for limited English proficient (LEP) students grows, many other states have also been re-assessing their statutes and considering funding alternatives to bilingual/bicultural programs. The purpose of this study was to examine the effects of the statutory change in Colorado from the perspective of those most directly involved with it and affected by it. School district teachers and administrators were interviewed and provided firsthand observations and insights which they believed were consequences of the state policy change. Colorado Department of Education officials, legislators, parents, and other agency officials were able to support or refute many of these observations as possible statewide effects, as well as suggest ways they feel the leg...
TL;DR: The authors provides an analysis of the major legislative and litigative changes in bilingual and special education and the impact that these changes have had on handicapped students who are limited-English speaking.
Abstract: The last three decades have produced considerable activity in the nation’s courts and in the U.S. Congress regarding policy in special education and bilingual education, including landmark court decisions, major pieces of legislation, as well as recent retrenchment in bilingual education. As a result, educational policy in both bilingual and special education has undergone significant change. The initial thrust of this change resulted in new and expanded federally mandated educational services for handicapped students and for students who were limited-English speaking. Most recently, there has been considerable “backlash” to bilingual education, which has directly affected the direction of policy in this area. This paper provides an analysis of the major legislative and litigative changes in bilingual and special education and the impact that these changes have had on handicapped students who are limited-English speaking. The analysis will illuminate some of the forces operating to bring about th...
TL;DR: In this article, a study was conducted to determine whether a variation existed in the number and kinds of questions included in parallel Spanish and English basal readers at primary grade levels at all grade levels and at each grade level.
Abstract: This study’s primary purpose was to determine whether a variation existed in the number and kinds of questions included in parallel Spanish and English basal readers at primary grade levels. A secondary purpose was to determine if questions in parallel Spanish and English series, through fourth grade, facilitated the transition from the Spanish to the English readers. Specifically, the tasks accomplished in the study were: (1) classify reading questions in California state-adopted Spanish and English basal readers utilizing Barrett’s Taxonomy; (2) to determine the number of questions within each taxonomy level; (3) determine if the number of questions within each level differed by reading series, grade, levels or languages; and (4) ascertain the readability level of each reader in this study. Statistical values revealed that differences existed on the number of questions assigned to each taxonomy level among the basal series in both languages and at each grade level. At all grade levels, and in b...
TL;DR: In this paper, Spanish language futures in the United States: A Methodological critique is presented, with a focus on the Spanish-English bilingual dictionary and the Spanish language language futures.
Abstract: (1989). Spanish language futures in the United States: A Methodological critique. NABE Journal: Vol. 13, No. 3, pp. 253-261.
TL;DR: In this paper, an interview method for examining the reading processes of elementary school bilingual children was described, and the method was pilot tested to examine the reader-text interaction of four Spanish speaking students and a native English speaking child reading a standardized reading test.
Abstract: This article describes an interview method for examining the reading processes of elementary school bilingual children. The method was pilot tested to examine the reader-text interaction of four Spanish speaking students and a native English speaking child reading a standardized reading test. The interview method revealed differences in reading skills and strategies between the bilingual children and the native English speaking child. The bilingual children were active participants in the reading situation and resembled the “Ideal reader,” especially if their performance on test questions was the criterion. The method also revealed the bilingual children to be lacking in aspects related to the text’s cultural content domain. In conclusion, the reading interview method is highly recommended for use in second-language reading research. It promises useful applications for instructional practice as well.