NotesFAQContact Us
Search Tips
ERIC Number: ED079023
Record Type: RIE
Publication Date: 1970
Pages: 114
Abstractor: N/A
Reference Count: N/A
The Effects of Bilingual Science Instruction on the Vocabulary, Comprehension Achievement, and Conceptualization of Elementary School Chinese Children Whose Second Language is English.
Ng, Jolson Pak-leung
The purpose of this study was to investigate the effect of bilingual instruction for students whose second language is English. A random sample of 51 fifth and sixth grade Chinese immigrant children was obtained from one elementary school, and the children were randomly assigned to monolingual (English) and bilingual (English and Cantonese) teaching methods for two one-hour science classes per week for four weeks. Analysis of pretests and posttests given to all students showed that the bilingual group surpassed the monolingual group on vocabulary and conceptualization in science, but not in comprehension achievement. Correlations between vocabulary, conceptualization, and comprehension were effectively zero. No significant differences were found on the vocabulary and comprehension scores according to sex, grade, or length of time spent in this country. (MM)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 71-4879 M-$4.00 X-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of California, Los Angeles