ERIC Number: ED044702
Record Type: RIE
Publication Date: 1970-Oct
Reference Count: 0
Types of Bilingualism and Performance of Navaho Children in School, Phase I. Final Report.
Stafford, Kenneth R.; Milam, Don
The purposes of this first phase of a proposed two-phase study were (1) to collect necessary baseline data for the completion of the total two-part study, and (2) to note the effects on school achievement of one year's instruction in English given to kindergarten Navaho-speaking monolinguals. The following groups from the Window Rock-Ft. Defiance schools were selected: kindergarten Navaho-speaking monolinguals, kindergarten compound bilinguals (Navaho-English), kindergarten Navaho-speaking monolinguals who received on year's concentrated instruction in English, first-grade Navaho-speaking monolinguals, first-grade English-speaking monolinguals, and first-grade compound bilinguals. Measures of intelligence and achievement were obtained. Analysis of variance and Sheffe's technique were used to test for differences in order to meet the second objective of this project. Aside from getting baseline data and finding expected differences (e.g., English-speaking monolinguals scored higher in achievement than Navaho-speaking monolinguals), the most promising discovery was the positive influence of instruction in English on school performance. In light of this, it is important to determine the long-term effects of early concentrated English instruction in a school setting. (Author/AMM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Arizona State Univ., Tempe. Dept. of Educational Psychology.