Teacher Education, Educational Leadership & Policy ETDs

Publication Date

5-3-1973

Abstract

Recently, much emphasis has been placed on bilingual education, but little has been placed on the problems inherent in the assessment of the bilingual communicative competence of children at the time they enter school. It was often assumed that, because a Spanish surnamed child came from a home in which either or both parents spoke to him in Spanish, he entered school speaking both Spanish and English, perhaps, more Spanish than English. Since the causes and effects of bilingual schooling are to be found outside the school, it was important to take these into consideration. The extent to which the language or languages of the school may be used in the area in which it is located is an important variable in the language education of the child. Therefore, some measurement of this is prerequisite to any planning or research into bilingual education. There is a need to know the degree of match or mismatch between the modes of language use required for successful coping with school tasks and the modes of language use which children have learned in their homes, peer groups, and the like. Determining the degree of match required an investigation from both ends—in the school and in the natural speech communities from which the subjects came.

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Bernard Spolsky

Second Committee Member

David Wayne Darling

Third Committee Member

Marie Morrison Hughes

Fourth Committee Member

Ignacio Ruben Cordova

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