ERIC Number: ED234614
Record Type: RIE
Publication Date: 1983
Bilingual Communication Skills in Classroom Contexts. Final Report.
Moll, Luis C.; Diaz, Stephen
Grade 3 and grade 4 classrooms in a California bilingual Spanish/English environment were studied. In the first study, reading lessons were observed and analyzed in a bilingual classroom. Using the analysis of this experience, in the second study a series of theory-driven experimental interventions were initiated. It was found that the achievement of Spanish language dominant students in English language lessons is underestimated. However, it is possible to reorganize these same lessons to advance the students' academic performance. Some of the student selection and placement procedures used in bilingual education programs make it difficult for teachers and students to take full advantage of their respective skills and resources. Similarly, it is possible to reformulate these procedures in a way that goes beyond reliance on English language proficiency assessments. Teaching situations should be based on the children's oral skills in English and their reading skills in Spanish. For monolingual Spanish students, reading lessons should be initiated in Spanish only when instruction in English as a second language is begun. It is vital that the teacher be bilingual for all of these program interventions, or that a bilingual teacher's aide be present to assist a monolingual teacher. (RW)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: California Univ., San Diego. Laboratory of Comparative Human Cognition.