ERIC Number: ED114234
Record Type: Non-Journal
Publication Date: 1975-Feb
Reference Count: N/A
Some Qualitative Language Differences Among Selected Monolingual and Spanish-English Bilingual High School Students.
Reyes, Donald J.; And Others
Three hypotheses were tested: (1) there is no significant difference between the proportions of higher level definitions given by the monolingual students and those of the bilingual students given in English; (2) there is no significant difference between the proportions of higher level definitions given by the monolingual students and those of the bilingual students given in Spanish; and (3) there is no significant difference between the proportions of higher level definitions given by bilingual students in Spanish and in English. Twenty-six bilingual Latino (24 spoke Spanish as a first language and 2 English) and 42 monolingual students were asked to define the following words, taken from the vocabulary section of the revised Stanford Binet intelligence test or slight modifications of these: orange, envelope, puddle, eyelash, dress, lecture, hurry, peculiarity, rule, tolerate, and burn. The Spanish language list was compiled by back translation. Correct responses were categorized according to: (1) definitions stressing the word's function, description, location, or origin (signifying lesser linguistic development) and (2) synonym and synonym modified definitions (indicative of more mature or qualitatively higher language development). Both the first and second hypotheses were rejected; the differences favored the monolingual group. Since no significant difference was found, the third hypothesis was retained. (NQ)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Northern Illinois Univ., De Kalb.