ERIC Number: EJ772324
Record Type: Journal
Publication Date: 2007
Reference Count: N/A
The Relationship between Spanish Use in the Classroom and the Mathematics Achievement of Spanish-Speaking Kindergartners
Jensen, Bryant T.
Journal of Latinos and Education, v6 n3 p267-280 2007
The number of children beginning public school in the United States who speak Spanish as their native language--Spanish-speaking kindergartners (SSK)--continues to increase. It is important that the teacher workforce acquire the characteristics and the instructional and curricular tools necessary to provide these children with meaningful early educational experiences so they can succeed academically. This article focuses on a recent study that used data from a nationally representative sample to find that teachers' use of Spanish in the classroom has a small effect on the mathematics achievement of SSK, such that Spanish use was associated with higher scores. Two hypotheses are offered to explain why the prevalence and size of this effect was found to vary by the following sociodemographic conditions (i.e., levels of human capital in the home): socioeconomic status, parent education, and student level of English proficiency. Limitations to this study and implications for future research are discussed.
Descriptors: Parent Background, Educational Attainment, Socioeconomic Status, Mathematics Achievement, Human Capital, Educational Experience, Academic Achievement, Spanish Speaking, Spanish, Language Usage, English (Second Language), Kindergarten, Instructional Effectiveness, Classroom Techniques, Language Proficiency
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Location: United States