ERIC Number: ED118416
Record Type: RIE
Publication Date: 1975
Subordinate and Superordinate Science Process Skills: An Experiment in Science Instruction Using the English and Spanish Language with Fifth Grade Children in Bilingual Schools.
Juarez, John R.
The purposes of this study were to determine if single language instruction was more efficacious than bilingual instruction in a science context and to investigate the transfer of learning science content and process skills from one language to another. Fifth-grade children from four schools in New Mexico who had had bilingual education for at least four years were randomly assigned to one of four treatment groups, and were instructed in subordinate and superordinate units of science. Three dependent measures were administered. Two measures sampled student performance in science activities; one was administered after initial science instruction, the other at the completion of the study. Measures were also administered for student language preference and attitude toward science instruction. The major finding of the study was that there were no significant differences between treatment groups receiving instruction bilingually and those having single language instruction. The students receiving total instruction in English did no better on the dependent measures than those students receiving total instruction in Spanish, and students receiving instruction in both Spanish and English performed just as well as those instructed in a single language. The students showed a statistical preference for a bilingual environment as opposed to a monolingual environment. (Author/MLH)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Washington. Pages 124, 130, 133, and 145 in the appendices are copyrighted and therefore not available