ERIC Number: ED036382
Record Type: RIE
Publication Date: 1970-Feb
Reference Count: 0
The Relative Effects of Early Spanish Language Instruction on Spanish and English Linguistic Development. An Evaluation Report on the Pecos Language Arts Program for the Western States Small Schools Project.
Valencia, Atilano A.
Relative effects of early Spanish language instruction on English and Spanish language development of school children with Hispanic or Mexican American backgrounds were examined. The study endeavored to answer questions relative to Spanish language learning in the elementary grades and to inspire educators in geographical areas with a Spanish-speaking population to consider the development and implementation of a bilingual/bicultural program relevant to local population needs. Data were obtained on attitudes toward Spanish usage, instruction, and language development from an experimental and a control group composed of elementary students from 2 schools. In addition, questionnaires were used to determine attitudes of school personnel involved and of parents of children in the study. Findings revealed that (1) students improved in Spanish vocabulary, spelling, and reading comprehension as a result of early Spanish language instruction; (2) Spanish language programs had no notable effect on English language development in the school curriculum; and (3) parents indicated an interest in becoming involved in the programs. The document is appended with materials relative to the study. (AN)
Descriptors: Bilingual Education, Control Groups, Elementary School Students, English (Second Language), Experimental Groups, Language Acquisition, Language Instruction, Mexican Americans, Parent Attitudes, Questionnaires, Rural Education, School Personnel, Spanish Speaking, Student Attitudes, Testing
Publication Type: N/A
Education Level: N/A
Authoring Institution: Southwestern Cooperative Educational Lab., Albuquerque, NM.