Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-14-1973

Abstract

The purpose of this study has been to construct a Spanish language arts program for Spanish-speaking students in levels three and four, or ninth and tenth grades, depending on the students' previous language experiences.

A survey of the literature seemed conclusive in stating that many Spanish-speaking students in the United States become functional illiterate or drop-outs under our educational system. The research which has been done on this subject led to the conclusion that Spanish­speaking students are not being offered the necessary educational opportunities which are essential for them to take their place in the mainstream of society.

Many Spanish-speaking children come to our schools with little knowledge of the English language. This language barrier produces two adverse effects at the outset: (1) they are placed in special education classes, or (2) if they are assigned to a regular classroom, they cannot compete with their Anglo peers. If they are placed in special education classes, they remain there, not because this is the proper class environment for them, but simply because those who are assigned to a regular classroom find it very difficult to learn properly due to their lack of knowledge of the English language. Rarely are these children able to assume their rightful place in a regular class-room.

Document Type

Dissertation

Language

English

Degree Name

Secondary Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Robert Harold White

Second Committee Member

Leopoldo J. Macias

Third Committee Member

Dolores Gonzales

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