Literaturnachweis - Detailanzeige
| Autor/inn/en | Bamford, Kathryn W.; Mizokawa, Donald T. |
|---|---|
| Titel | Cognitive and Attitudinal Outcomes of an Additive-Bilingual Program. |
| Quelle | (1989), (51 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Bilingual Education Programs; Cognitive Development; Comparative Analysis; Cultural Awareness; FLES; Grade 2; Immersion Programs; Language Maintenance; Language Skills; Literature Reviews; Primary Education; Problem Solving; Program Design; Program Effectiveness; Spanish; Student Attitudes |
| Abstract | A study compared language skill development and cultural attitudes of second-grade children taught in an additive-bilingual program setting with those of second-grade children from a monolingual classroom setting. Subjects were 41 second-grade children participating in a Spanish immersion program and 19 children from a regular second-grade classroom. Comparisons were made on three variables: (1) nonverbal problem-solving, as measured by a test using progressive matrices; (2) native language development, as measured by a picture vocabulary test; and (3) attitude toward Hispanic culture, as measured by a cross-cultural attitude inventory. Gender and age relationships were also examined. Results supported earlier research and theory on the mediation of language as an essential part of nonverbal problem-solving, on the positive effect of second-language learning on cultural outlook, and on the contribution of the additive-bilingual instructional setting to native language maintenance in immersion education. 62 references. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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