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ERIC Number: ED075504
Record Type: Non-Journal
Publication Date: 1973
Pages: 9
Abstractor: N/A
An Evaluative Study of Instructional Strategies and Pupil Cognitive Learning in an English as a Second Language Program of a Spanish-English Bilingual Education Project.
Ramirez, A. R.; Liberty, Paul G., Jr.
Bilingual education programs for Mexican-American preschool and elementary grade pupils almost invariably include some type of instruction in English as a second language (ESL). Usual ESL Programs for young Spanish-speaking children are found to emphasize pronunciation drill (minimal-a pair drills: pit-bit, choose-shoes). An alternative approach deemphasizes phonological drill, concentrating instead on teaching of word order of new language (syntactic structure). Results of several studies from bilingual projects in Lower Rio Grande Valley show that Experimental groups perform no better than Control (no formal ESL instruction) groups on Pronunciation, Vocabulary, and Communication scales of Michael Test of Oral English Language Production (MTOEP), but that Experimentals scored significantly (.001) higher on Structure. Hypotheses advanced are that young children may benefit only slightly by repeated drills in pronunciation and vocabulary. Primary grade children learn pronunciation by modeling. (Author/CK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. Div. of Bilingual Education.
Authoring Institution: Education Service Center Region 1, Edinburg, TX.