AN EVALUATION STUDY OF A TRANSITIONAL BILINGUAL EDUCATION PROGRAM (ACADEMIC ACHIEVEMENT, SPANISH DOMINANT PUPILS; ARIZONA).

Persistent Link:
http://hdl.handle.net/10150/187882
Title:
AN EVALUATION STUDY OF A TRANSITIONAL BILINGUAL EDUCATION PROGRAM (ACADEMIC ACHIEVEMENT, SPANISH DOMINANT PUPILS; ARIZONA).
Author:
DE LA GARZA, JESUS VALENZUELA.
Issue Date:
1984
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:
The focus of this evaluation study was to investigate how and to what extent a transitional bilingual education (TBE) program may have contributed to the students' academic and linguistic development in Spanish and English. Reading and mathematics subtest achievement data were utilized to ascertain educational outcomes for experimental (n = 24) and comparison (n = 118) subjects. Experimental and comparison subjects had participated in a TBE program and a monolingual English program, respectively, between 1980 and 1982, attending first through third grades in four school sites of the Sunnyside Unified School District #12, located in Tucson, Arizona. The data for the study were analyzed using appropriate statistical tests. The following conclusions were based on the findings of this study: (1) Students who participated in TBE projects because they need initial instruction in their native language (Spanish) will perform as well or better, over time, on standardized tests as comparison students matched for socioeconomic status (SES) and ethnicity. (2) Pupils who participate in TBE projects progress, over time, in English reading and mathematics either slightly below, at, or above national norms, suggesting a cumulative effect. The major implications of the study were as follows: (1) Progress in English is not hindered by providing instruction in another language (Spanish). A transfer of skills from L1 (Spanish) to L2 (English) is possible in TBE settings. (2) It cannot be assumed that enrollment in a TBE project precludes maintenance or development of skills in L1 (Spanish). (3) The acquisition of second language (English) skills is associated with the support conditions characteristic of successfully implemented TBE projects.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Bilingual -- Arizona -- Tucson.
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.titleAN EVALUATION STUDY OF A TRANSITIONAL BILINGUAL EDUCATION PROGRAM (ACADEMIC ACHIEVEMENT, SPANISH DOMINANT PUPILS; ARIZONA).en_US
dc.creatorDE LA GARZA, JESUS VALENZUELA.en_US
dc.contributor.authorDE LA GARZA, JESUS VALENZUELA.en_US
dc.date.issued1984en_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.abstractThe focus of this evaluation study was to investigate how and to what extent a transitional bilingual education (TBE) program may have contributed to the students' academic and linguistic development in Spanish and English. Reading and mathematics subtest achievement data were utilized to ascertain educational outcomes for experimental (n = 24) and comparison (n = 118) subjects. Experimental and comparison subjects had participated in a TBE program and a monolingual English program, respectively, between 1980 and 1982, attending first through third grades in four school sites of the Sunnyside Unified School District #12, located in Tucson, Arizona. The data for the study were analyzed using appropriate statistical tests. The following conclusions were based on the findings of this study: (1) Students who participated in TBE projects because they need initial instruction in their native language (Spanish) will perform as well or better, over time, on standardized tests as comparison students matched for socioeconomic status (SES) and ethnicity. (2) Pupils who participate in TBE projects progress, over time, in English reading and mathematics either slightly below, at, or above national norms, suggesting a cumulative effect. The major implications of the study were as follows: (1) Progress in English is not hindered by providing instruction in another language (Spanish). A transfer of skills from L1 (Spanish) to L2 (English) is possible in TBE settings. (2) It cannot be assumed that enrollment in a TBE project precludes maintenance or development of skills in L1 (Spanish). (3) The acquisition of second language (English) skills is associated with the support conditions characteristic of successfully implemented TBE projects.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Bilingual -- Arizona -- Tucson.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.committeememberSaldate, Macarioen_US
dc.contributor.committeememberGrant, Robert T.en_US
dc.identifier.proquest8505230en_US
dc.identifier.oclc693373140en_US
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