ERIC Number: ED247251
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Same Bilingual Preschool Project, Different Gains; What Happened?
Arocena, Martin A.; Curtis, Jonathan J.
During the 1982-83 school year the Austin Independent School District implemented a successful bilingual preschool project. However, class A was more successful than class B in terms of results on the Peabody Picture Vocabulary Test-Revised. To understand what factors may have led to greater effectiveness, data were gathered from the two classes with structured classroom observations and teacher interviews. Based on the results, the following recommendations are made: (1) increase the amount of time dedicated to formal and informal learning; (2) reduce the time students spend working in independent learning centers; (3) use two languages for instruction, but use English as the predominant language; (4) use a variety of instructional materials, including high level thinking materials; (5) rotate students to new groups for instruction when their language level changes; (6) conduct the entire instructional period in one language and then translate briefly to students who do not understand; and (7) set language development as the main goal of the class for the school year. (BW)
Descriptors: Achievement Gains, Bilingual Education Programs, Classroom Research, Educational Objectives, Language Acquisition, Preschool Education, Program Effectiveness, Teaching Methods, Time on Task
Office of Research and evaluation, AISD, 6100 Guadalupe, Box 79, Austin, TX 78752.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: Austin Independent School District, TX. Office of Research and Evaluation.
Identifiers: Austin Independent School District TX
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).