ERIC Number: ED042999
Record Type: RIE
Publication Date: 1966-Dec
Reference Count: 0
Bilingual Readiness in Primary Grades; An Early Childhood Demonstration Project.
King, Paul E.
The dual objective of this demonstration project was to show "how the reality of two or more language and ethnic groups present within one integrated classroom could be utilized to develop (1) bilingual readiness in both English-speaking and Spanish-speaking children, and (2) positive attitudes toward and respect for one's own native language and culture as well as the language and culture of other groups by the children of all backgrounds, by school personnel, by parents, and other community groups." The major ethnic/racial populations of the three participating New York City public schools consisted of Spanish-speaking children of Puerto Rican and Central and South American backgrounds, and English-speaking Negro and white children. A total of 15 kindergarten and four first-grade classes participated in the program, which was conducted by a bilingual teacher specialist for approximately 15 minutes per day throughout the 1964-65 and 1965-66 school years . Despite "horizontal differences in background" and "vertical differences in experience and personality," the kindergarten children appeared "unusually ready" for a program matching their stage of development and maturity. This report consists of an outline of the rationale and objectives of the Project; a discussion of the methods, results, conclusions, implications, and recommendations; and related correspondence. (AMM)
Descriptors: Acculturation, Bilingual Education, Bilingual Students, Bilingual Teachers, Black Students, Demonstration Programs, Early Childhood Education, Educational Technology, English (Second Language), Intercultural Programs, Learning Readiness, Parent Attitudes, Primary Education, Racial Composition, Spanish Speaking, Story Reading
Author, 78 E Palisade Avenue, Englewood, N.J. 07631
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: City Univ. of New York, NY. Hunter Coll.