Language and Literacy Learning in Bilingual Instruction: Preliminary Report. Descriptive Studies--Asian, Spanish, Navajo.

Autor/inn/en	Mace-Matluck, Betty J.; und weitere
Institution	Southwest Educational Development Lab., Austin, TX. Div. of Language and Literacy.
Titel	Language and Literacy Learning in Bilingual Instruction: Preliminary Report. Descriptive Studies--Asian, Spanish, Navajo.
Quelle	(1982), (251 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; American Indians; Asian Americans; Bilingual Education; Cantonese; Comparative Analysis; Educational Change; English (Second Language); Hispanic Americans; Language Acquisition; Limited English Speaking; Literacy Education; Navajo; Outcomes of Education; Program Descriptions; Program Design; Program Evaluation; Second Language Learning; Spanish; Student Characteristics; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; American Indian; Indianer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Bilingual teaching; Bilingualer Unterricht; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Sprachaneignung; Spracherwerb; Lernleistung; Schulerfolg; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	One segment of a three-year study to examine the relationship between first- and second-language acquisition in light of instructional practices is presented. The study's major focus is the development of literacy skills, including school-related language forms as well as reading and writing, and in this segment, the services delivered to language minority students at three sites are described. The sites were bilingual programs serving populations speaking Spanish, Cantonese, and Navajo. The study examines and describes these elements: (1) the general characteristics of the region and population served by the school district; (2) the characteristics of the services provided by the districts to students of limited or no English speaking ability; (3) changes that have occurred in types of services delivered by the district to language minority students, and the influences of those changes; and (4) the level of academic achievement obtained by students who have participated in the programs, as measured by standardized achievement tests. In addition, the procedures used in the conduct of research, services delivered at each site, and the individual sites are described, and an interpretive summary of the findings across sites is presented. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01