Experimental impact of a Vietnamese/English transitional bilingual education program (K-2) on native and second language proficiency.

Persistent Link:
http://hdl.handle.net/10150/184729
Title:
Experimental impact of a Vietnamese/English transitional bilingual education program (K-2) on native and second language proficiency.
Author:
Pham, Quy Kim.
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study investigated differences in Vietnamese (native) and English (second) oral language proficiency across sex, age, socioeconomic status (SES), and grade levels for Vietnamese students as a result of their exposure to a 3-year (K-2) transitional bilingual education program. It also attempted to determine whether there was a difference in English language proficiency across Vietnamese language proficiency as well as whether there was a relationship between English language proficiency and Vietnamese language proficiency. One hundred twenty six subjects were selected based on the fact that they had participated in the said bilingual education program and that the scores they had obtained on the Language Assessment Scales (LAS) which measured their proficiency in English and Vietnamese were available for both kindergarten and second grade. These children's school records were examined in view of noting their LAS scores, sexes, birthdates, and SES. Statistical treatments used were analysis of covariance and Spearman's rho correlation. Tukey post-hoc tests were calculated where appropriate. The results indicated that: (1) for Vietnamese language proficiency, girls scored higher than boys, middle- and high-SES students scored higher than low-SES students, but no significant difference was found between the scores of older students and the scores of their younger counterparts; (2) for English language proficiency, females scored higher than males, older students scored higher than younger students, and scores increased linearly with SES increment; (3) there was a significant difference in English language proficiency across Vietnamese language proficiency; (4) there was a significant positive relationship between English language proficiency and Vietnamese language proficiency; and (5) the subjects enjoyed a marked gain in English but suffered a significant loss in Vietnamese.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Bilingual -- Evaluation.; Second language acquisition.; Vietnamese Americans -- Education (Primary)
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Medina, Marcello

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleExperimental impact of a Vietnamese/English transitional bilingual education program (K-2) on native and second language proficiency.en_US
dc.creatorPham, Quy Kim.en_US
dc.contributor.authorPham, Quy Kim.en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study investigated differences in Vietnamese (native) and English (second) oral language proficiency across sex, age, socioeconomic status (SES), and grade levels for Vietnamese students as a result of their exposure to a 3-year (K-2) transitional bilingual education program. It also attempted to determine whether there was a difference in English language proficiency across Vietnamese language proficiency as well as whether there was a relationship between English language proficiency and Vietnamese language proficiency. One hundred twenty six subjects were selected based on the fact that they had participated in the said bilingual education program and that the scores they had obtained on the Language Assessment Scales (LAS) which measured their proficiency in English and Vietnamese were available for both kindergarten and second grade. These children's school records were examined in view of noting their LAS scores, sexes, birthdates, and SES. Statistical treatments used were analysis of covariance and Spearman's rho correlation. Tukey post-hoc tests were calculated where appropriate. The results indicated that: (1) for Vietnamese language proficiency, girls scored higher than boys, middle- and high-SES students scored higher than low-SES students, but no significant difference was found between the scores of older students and the scores of their younger counterparts; (2) for English language proficiency, females scored higher than males, older students scored higher than younger students, and scores increased linearly with SES increment; (3) there was a significant difference in English language proficiency across Vietnamese language proficiency; (4) there was a significant positive relationship between English language proficiency and Vietnamese language proficiency; and (5) the subjects enjoyed a marked gain in English but suffered a significant loss in Vietnamese.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Bilingual -- Evaluation.en_US
dc.subjectSecond language acquisition.en_US
dc.subjectVietnamese Americans -- Education (Primary)en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMedina, Marcelloen_US
dc.contributor.committeememberGrant, Robert T.en_US
dc.contributor.committeememberRuiz, Richarden_US
dc.contributor.committeememberSacken, Donal M.en_US
dc.contributor.committeememberSaldate, Macarioen_US
dc.identifier.proquest8919051en_US
dc.identifier.oclc702134724en_US
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