ERIC Number: ED305826
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Cognitive and Attitudinal Outcomes of an Additive-Bilingual Program.
Bamford, Kathryn W.; Mizokawa, Donald T.
A study compared language skill development and cultural attitudes of second-grade children taught in an additive-bilingual program setting with those of second-grade children from a monolingual classroom setting. Subjects were 41 second-grade children participating in a Spanish immersion program and 19 children from a regular second-grade classroom. Comparisons were made on three variables: (1) nonverbal problem-solving, as measured by a test using progressive matrices; (2) native language development, as measured by a picture vocabulary test; and (3) attitude toward Hispanic culture, as measured by a cross-cultural attitude inventory. Gender and age relationships were also examined. Results supported earlier research and theory on the mediation of language as an essential part of nonverbal problem-solving, on the positive effect of second-language learning on cultural outlook, and on the contribution of the additive-bilingual instructional setting to native language maintenance in immersion education. 62 references. (MSE)
Descriptors: Bilingual Education Programs, Cognitive Development, Comparative Analysis, Cultural Awareness, FLES, Grade 2, Immersion Programs, Language Maintenance, Language Skills, Literature Reviews, Primary Education, Problem Solving, Program Design, Program Effectiveness, Spanish, Student Attitudes
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).