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ERIC Number: ED176552
Record Type: Non-Journal
Publication Date: 1975-Jun
Pages: 490
Abstractor: N/A
Reference Count: N/A
Final Technical Report. ESEA Title VII Bilingual Project 1974-1975.
Ligon, Glynn; And Others
This Bilingual Project reviewed here included 2,406 students in grades kindergarten through 6 on 16 campuses in 3 types of project schools. Student outcomes are viewed in relation to the instructional processes conducted and the inputs provided through project resources. All this is considered within the context of the overall instructional program. A generally high level of attainment was found for objectives related to instructional processes and project inputs. On the other hand, it was found that development of local curriculum units did not occur, and that parent volunteers were frequently not present during classroom instructional time. In addition to the measurement of project objectives, four areas of special interest were investigated. Results of these studies showed that: (1) students receiving bilingual instruction learned more Spanish and just as much English as those students in non-bilingual classes; (2) parents who are interviewed by a community representative develop more knowledge and support of school activities; (3) Spanish is used widely in instruction, but English is used more for informal acticities; and (4) bilingual project classrooms were more task-oriented, more positive, and produced more teacher-student contact than non-project classroom on the same campus. (Author/AMH)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Health, Education, and Welfare, Washington, DC.
Authoring Institution: Austin Independent School District, TX. Office of Research and Evaluation.
Identifiers - Laws, Policies, & Programs: Bilingual Education Act 1968; Elementary and Secondary Education Act Title VII