NotesFAQContact Us
Search Tips
ERIC Number: ED405741
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 28
Abstractor: N/A
The Development of Bilingualism and Bilteracy in Two-Way Immersion Students.
Howard, Elizabeth R.; Christian, Donna
The report discusses the first- and second-language development, oral and written, of native English-speakers and native Spanish-speakers in the two-way immersion (TWI) program at Key Elementary School (Arlington, Virginia). Data were drawn from classroom observation from 1994-96, student performance measures, and student work samples. Three Spanish-speaking and three English-speaking students were chosen at each grade level for more focused observation regarding language use and participation patterns. Results show that, in general, students were observed using the language of instruction while talking to the teacher and engaged in academic activities. In the lower grades, native English-speakers were sometimes observed addressing the teacher in English during Spanish time. Use of Spanish during English time was rare. Oral English proficiency developed fully in all students. While all students achieved communicative competency by grade 5, a gap in Spanish fluency remained between native Spanish-speakers and native English-speakers. In general, all writing samples were of high quality, with the English comparable for both native-language groups. In Spanish the essays of native-speakers tended to be more sophisticated. Two samples by the same student are analyzed briefly. Implications of the findings for program development are discussed. Contains 22 references. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A