ERIC Number: ED027198
Record Type: Non-Journal
Publication Date: 1967
Reference Count: N/A
The Effect of Teacher Spanish Language Fluency Upon Student Achievement in a Bilingual Science Program.
Bolger, Philip Albert
The effects of two different types of bilingual science instructors upon student science achievement in a bilingual science program were investigated. The influence of student bilingual dominance upon science criterion scores were used to determine program success and teacher effectiveness. Sixteen selected junior high schools in New York City with large percentages of Hispanic-background students were selected for the study. In each school there was one seventh grade class taught in Spanish and English, and one control class taught in English. Nine schools had fluent Spanish speaking science teachers; the seven other schools had science teachers familiar with, but not fluent in, Spanish. Students were randomly assigned to experimental and control classes and were tested for initial science ability and bilingual dominance, and were post-tested for science achievement. Results indicated that bilingual classes taught by teachers fluent in Spanish made significantly better achievement gains than bilingual classes taught by non-fluent teachers. (BC)
Descriptors: Academic Achievement, Bilingual Students, Doctoral Dissertations, Educational Programs, Grade 7, Instruction, Secondary School Science, Urban Schools
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 68-3813, Microfilm $3.00, Xerography $7.00).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Saint John's Univ., Jamaica, NY.
Identifiers - Location: New York (New York)