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A study assessed the performance of-language-minority and language-majority children in a twoway ... more A study assessed the performance of-language-minority and language-majority children in a twoway Spanish-English bilingual education program in Port Chester, New York. The program treats language learning as a resource for all students, with each group of children.toaching their native languages to the other. Second-and third-gride classes are combined. Data on students' Spanish and English reading and oral language skills, mathematics skills in both languages, and perceptions of the Classroom environment were gathered for three years. The results were miknd, demonstrating that students can definitely benefit from second language learning in the curriculum but that care should be taken to ensure that native language skills and progress not be compromised. Teacher performance emerged as a crucial_ variable in the program studied, and careful monitoring of student outcomes in relation to teacher performance is advised. Overall, despite some early problems with student perceptions of difficulty end friction, participant satisfaction was high. (MSE)
The two-way bilingual education program in Port Chester, New York, in which both native English-s... more The two-way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish-speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from norm-referenced tests and student interviews over three years, are displayed in 11 tables and analyzed in the text. In general, the findings support the use of the two-way bilingual program design for its emphasis on language learning as a resource rather than as a 2roblem. Some less positive results in English language and mathematics development among native speakers are attributed to the complexity of implementing two curricula in one class. It is suggested that two-way bilingual programs, if properly monitored and supported, can recontextualize current second language education practices. (M5E)
The two -way bilingual education program in Port Chester, New York, in which both native English-... more The two -way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish-speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from norm-referenced tests and student interviews over three years, are displayed in 11 tables and analyzed in the text. In general, the findings support the use of the two-way bilingual program design for its emphasis on language learning as a resource rather than as a 2roblem. Some less positive results in English language and mathematics development among native speakers are attributed to the complexity of implementing two curricula in one class. It is suggested that two-way bilingual programs, if properly monitored and supported, can recontextualize current second language education practices. (M5E) ************************************************...
Sabe Journal, 1986
Ah4fRACT A two-way bilingual program, in which limited-English-speaking Hispanic students and Eng... more Ah4fRACT A two-way bilingual program, in which limited-English-speaking Hispanic students and English-proficient students provide reciprocal language-learning experiences, was implemented in a Port Chester, New York elementary school. The program's features included a combined second/third grade, two classes (one limited-English-proficient and one English-proficient), a transitional language development sequence, team teaching, individualized instruction, adaptive planning, and parental involvement in training workshops and school-related affairs. First-year results of a sign test of instructional outcomes and the My Class Inventory of classroom environment are strongly supportive of the benefits of a two-way bilingual program. A strong working relationship between administrators and teachers was found to be essential to program success. (MSE)
Journal of Staff Development, 1988
A study assessed the performance of-language-minority and language-majority children in a twoway ... more A study assessed the performance of-language-minority and language-majority children in a twoway Spanish-English bilingual education program in Port Chester, New York. The program treats language learning as a resource for all students, with each group of children.toaching their native languages to the other. Second-and third-gride classes are combined. Data on students' Spanish and English reading and oral language skills, mathematics skills in both languages, and perceptions of the Classroom environment were gathered for three years. The results were miknd, demonstrating that students can definitely benefit from second language learning in the curriculum but that care should be taken to ensure that native language skills and progress not be compromised. Teacher performance emerged as a crucial_ variable in the program studied, and careful monitoring of student outcomes in relation to teacher performance is advised. Overall, despite some early problems with student perceptions of difficulty end friction, participant satisfaction was high. (MSE)
The two-way bilingual education program in Port Chester, New York, in which both native English-s... more The two-way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish-speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from norm-referenced tests and student interviews over three years, are displayed in 11 tables and analyzed in the text. In general, the findings support the use of the two-way bilingual program design for its emphasis on language learning as a resource rather than as a 2roblem. Some less positive results in English language and mathematics development among native speakers are attributed to the complexity of implementing two curricula in one class. It is suggested that two-way bilingual programs, if properly monitored and supported, can recontextualize current second language education practices. (M5E)
The two -way bilingual education program in Port Chester, New York, in which both native English-... more The two -way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish-speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from norm-referenced tests and student interviews over three years, are displayed in 11 tables and analyzed in the text. In general, the findings support the use of the two-way bilingual program design for its emphasis on language learning as a resource rather than as a 2roblem. Some less positive results in English language and mathematics development among native speakers are attributed to the complexity of implementing two curricula in one class. It is suggested that two-way bilingual programs, if properly monitored and supported, can recontextualize current second language education practices. (M5E) ************************************************...
Sabe Journal, 1986
Ah4fRACT A two-way bilingual program, in which limited-English-speaking Hispanic students and Eng... more Ah4fRACT A two-way bilingual program, in which limited-English-speaking Hispanic students and English-proficient students provide reciprocal language-learning experiences, was implemented in a Port Chester, New York elementary school. The program's features included a combined second/third grade, two classes (one limited-English-proficient and one English-proficient), a transitional language development sequence, team teaching, individualized instruction, adaptive planning, and parental involvement in training workshops and school-related affairs. First-year results of a sign test of instructional outcomes and the My Class Inventory of classroom environment are strongly supportive of the benefits of a two-way bilingual program. A strong working relationship between administrators and teachers was found to be essential to program success. (MSE)
Journal of Staff Development, 1988