The purpose of the study was to investigate fully English proficient (FEP) students in an elementary maintenance bilingual bicultural program. Specifically the study examined oral language proficiency in Spanish, academic achievement levels, and attitudes of FEP students who attended a bilingual education program over a period of five or six consecutive years. Levels or oral acquisition in Spanish were measured on the Student Oral Language Observation Matrix (SOLOM); levels of student academic achievement were measured by the Iowa Test of Basic Skills; and student attitudes were measured by an attitude inventory designed by the researcher. A questionnaire for parents of FEP students provided additional information about students and influential factors affecting the parental decisions to enroll FEP children in a bilingual education program. The research design was a descriptive case study involving twenty-seven FEP students in two fifth grade bilingual classes and the parents of these students. Proficiency ratings on the SOLOM, stanines on the ITBS, and attitudes expressed on the inventory were examined to determine if FEP students developed L2 proficiency (or bilingualism) in this program, if the academic achievement of the FEP students was affected by the development of bilingualism, and student attitudes toward Spanish and the minority culture or community. Parents of the FEP students responded to a written questionnaire inquiring about their children's development in speaking Spanish, in scholastic achievement, and in attitudes. Parent interviews were conducted to confirm and expand the written responses. Results indicated that FEP students developed oral proficiency in Spanish along with positive attitudes toward learning to communicate in Spanish. Attitudes toward Mexican culture and the Mexican-American community were also positive. There was no evidence of negative or positive correlation between the development of bilingualism and academic achievement. The information obtained from the parent questionnaires and interviews reinforced the data collected on site about the students, and indicated that the most influential factors for enrolling their children in this bilingual educational program were: (1) to encourage the development of bilingualism and biculturalism in the students; and (2) to provide the children with an excellent curriculum. In conclusion, the findings suggested that maintenance bilingual bicultural programs can result in majority language student development of bilingualism and positive attitudes toward minority languages and cultures, with no detrimental effects on L1 or on academic achievement in English.

Minority children have consistently received less than an equitable education compared to children of non-minority backgrounds. Inequitable treatment has been evidenced by the disproportionate number of minority children in special education programs. The overrepresentation of minorities has been documented primarily in mentally retarded and learning disabilities (LD) programs. Hispanics (Spanish speakers), in particular, have been among these minorities. The projected increase of Hispanics in the population over the next ten years compounds the problem of overrepresentation. Contributing factors to the overrepresentation of Hispanic students have been attributed to linguistic, cultural, economic or other background characteristics that were misinterpreted as deviant or, more specifically, represented as LD. Studies have superficially investigated the characteristics of Hispanic LD students; especially the educational experiences of LD limited-English proficient (LEP) subjects. The purposes of this study were twofold: (a) to conduct a comparative study of LD LEP and nonLD LEP subjects with regard to the consistency for language of instruction in reading, reading achievement, English and Spanish proficiencies upon school entry, and current language proficiencies and (b) to conduct case studies on selected subjects from the two groups to investigate their language use and quality of language during observed reading lessons. This study used group and multiple case study designs to answer the questions posited in the study. Thirty LEP LD and 30 LEP nonLD 9 through 12 year old subjects were selected. Of the 60 subjects, two LD and two nonLD subjects were selected for case studies based on the consistency for language of instruction in reading. Data were gathered from three data sources: (a) students' cumulative and special education files, (b) classroom observations of subjects' language use during two teacher-planned reading lessons, and (c) interviews with teachers. The file search included all 60 subjects, and the classroom observations and interviews were conducted for the case studies. The results of the large group study indicated that differences in reading achievement existed between LD and nonLD LEP groups. Relationships among consistency for language of instruction, current language proficiencies, and reading achievement were minimal. The findings for the case studies, however, indicated that language performance was qualitatively different for subjects who had received inconsistent language of instruction and subjects who had received consistent language of instruction. Pedagogical and research implications are provided.

The focus of this evaluation study was to investigate how and to what extent a transitional bilingual education (TBE) program may have contributed to the students' academic and linguistic development in Spanish and English. Reading and mathematics subtest achievement data were utilized to ascertain educational outcomes for experimental (n = 24) and comparison (n = 118) subjects. Experimental and comparison subjects had participated in a TBE program and a monolingual English program, respectively, between 1980 and 1982, attending first through third grades in four school sites of the Sunnyside Unified School District #12, located in Tucson, Arizona. The data for the study were analyzed using appropriate statistical tests. The following conclusions were based on the findings of this study: (1) Students who participated in TBE projects because they need initial instruction in their native language (Spanish) will perform as well or better, over time, on standardized tests as comparison students matched for socioeconomic status (SES) and ethnicity. (2) Pupils who participate in TBE projects progress, over time, in English reading and mathematics either slightly below, at, or above national norms, suggesting a cumulative effect. The major implications of the study were as follows: (1) Progress in English is not hindered by providing instruction in another language (Spanish). A transfer of skills from L1 (Spanish) to L2 (English) is possible in TBE settings. (2) It cannot be assumed that enrollment in a TBE project precludes maintenance or development of skills in L1 (Spanish). (3) The acquisition of second language (English) skills is associated with the support conditions characteristic of successfully implemented TBE projects.

This thesis investigates how fluent bilinguals make use of the grammar of their two languages when they construct verb- and pronoun-agreement only in one language (monolingual mode) or in both their languages (bilingual mode). We are particularly interested in the impact of the non-response language in sentence processing on the response language. Bilingual research has provided evidence for language integration in bilingual speech (e.g., Hartsuiker, Pickering, & Veltkamp, 2004) which is also consistent with the phenomenon of code-switching whereby speakers can use elements of each language in producing mixed-language utterances (e.g., Myers-Scotton, 2002). So far, studies at the lexical level have provided support for parallel language activation (e.g., Colomé, 2001), yet the issue of whether activation of either language can be strong enough to influence the workings of the other is still in dispute (e.g., Hermans, Bongaerts, de Bot, & Schreuder, 1998, but see Costa, La Heij, & Navarrete, 2006). In three separate sections of the thesis we employ a sentence-completion paradigm widely used in monolingual agreement literature (Bock & Miller, 1991) to examine language interaction effects in the monolingual and the bilingual modes of speech (Grosjean, 2000). English-Greek and Greek-English fluent bilinguals produced completions to singular or plural subjects when the number of the translation was either the same or different, and when their completion either did or did not switch languages. The first section investigates whether there is influence of the divergent number properties of the nonresponse native language (L1) on verb-agreement in the response second language (L2). The results of Greek-English bilinguals show influence of the underlying number of the L1 on completions in the L2. We interpret this in terms of a markedness account (e.g., Eberhard, 1997) whereby parallel activation and competition between an L2 singular subject noun and its L1 plural translation results in plural verbagreement because the singular form is more vulnerable to the marked plural form. English-Greek bilinguals who perform on the same monolingual mode do not show influence of their L1 when speaking in the L2 (Greek). We attribute this finding to a difference of morphological/inflectional properties between the two languages which renders a language that displays fewer overt markings (English) easier to control when utterances are produced in a language that displays more overt markings (Greek) (e.g., Vigliocco, Butterworth, & Semenza, 1995).

To determine learner attitudes toward an alternative assessment, additional washback effects, and possible relationships between cultures of learning and learner attitudes, a mixed methods study was conducted in an advanced multicultural EAP (English for Academic Purposes) class in the USA, where a poster project was implemented as a summative assessment. Qualitative and quantitative data from a pre- and post-test questionnaire as well as classroom observations and an interview with the instructor were used to investigate learners' attitudes towards the assessment. The twenty-four participants representing five cultures of learning from the Middle East, South America and Southeast Asia expressed largely positive attitudes prior to completing the poster project. After the project presentations, there was minimal change in their attitudes. The researcher identified six positive and three negative washback effects of the poster project: positive attitudes toward the poster project, self-confidence, accurate identification of the learning goal, awareness of learning, community building and cultural exchange, deeming the assessment useful, negative attitudes toward the poster project, misidentification of the learning goal, and deeming the assessment not useful. Although there was no relationship between participants' cultures of learning and their attitudes toward the poster project, their prior experience with alternative assessments may be related to their attitudes.

<p> This study examined the social and cultural capital aspects of bicultural identity on student engagement for elementary students in dual immersion classes. The current definition for a dual immersion program states that students will gain bilingual, biliteracy and bicultural skills. While current research has examined the extent to which students gain bilingual and biliteracy skills in dual immersion programs, little exists on the third aspect of the triad, biculturalism. The research in this study examines the extent to which biculturalism exists within the dual immersion classroom and how it influences student engagement. Using the narrative inquiry approach, the researcher listened to the authentic voices of the participants and conveyed their story. Nvivo software was used as a tool to code and analyze emerging themes related to bicultural identity and student engagement. The researcher conducted semi structured conversational interviews with a preselected interview pool of elementary students, parents, dual immersion teachers and administrators. The findings from the research suggest strong ties between behavioral and emotional engagement with the development of a bicultural identity. Participants explained in detail how communication, trusting relationships and social networks impact the achievement as well as the identity of the students. Implications and recommendations for future research and practice are discussed.</p>

This case study is a phenomenology to explore the experiences of African American men in the Call Me MISTER program at one university. The purpose of the study is to understand the program components and experiences of these men in the program to identify the neutral, positive, and negative phenomena. These are categorized into the program design, deciding to become a MISTER, experiences within the program, and reactions to the program design. Qualitative interviews were conducted individually with eight men currently enrolled in the Call Me MISTER program. A qualitative focus group interview was then held for seven of the eight interviewees. The emergent themes from these interviews were that 1) the admissions design provides motivation for men to join the program 2) the program’s financial aid offerings are an incentive to join/stay in the program 3) the cohesion of the group is a dynamic that attracts and retains MISTERs 4) the faculty support contributes to the MISTERs’ program satisfaction 5) the coursework design contributes to the MISTERs’ program success and 6) the MISTERs credit the Call Me MISTER program with their career path choice. The mission of the Call Me MISTER program is to increase the number of minority men entering the field of education. This goal is accomplished with each Call Me MISTER graduate that enters the field of education.

No description available.

No description available.

Purpose. The purpose of this investigation was to examine a selected group of magazines to determine the extent and nature of coverage about Negro colleges and universities from 1950 to 1975 and within these years to examine the extent of coverage during four specific periods designated as the Pre-Desegregation Era (1950-1954); Desegregation Era (1955-1964); Black Power Upsurge Era (1965-1970); and Post Black Power Upsurge Era (1971-1975). / Design. General circulation magazines published during the period 1950 to 1975 were examined for articles relating to Negro colleges and universities. All magazines included in the study met the following criteria: (1) was classified as a general circulation magazine by N. W. Ayer and Son, 1974; (2) was listed in the Reader's Guide to Periodical Literature. / Method. Articles appearing in the magazines on Negro colleges and universities were examined with reference to classification in the general or special purpose group. The articles were categorized further into two groups by content, either Education Function/Events or Non-Educational Function/Events. / The articles were also organized according to four distinct periods selected for examination--Pre-Desegregation Era, Desegregation Decade, Black Power Upsurge Era, and Post Black Power Upsurge Era. These articles were then examined as a group and with reference to their classification into the general or special purpose group and also based upon the two broad categories which were concerned with education functions/events and non-educational functions/events. / Conclusions. Predicated on an analysis of the data, it was concluded that: / Over the twenty-five year period, a total of seventy-one (71) articles appeared which averaged less than three (3) articles per year. Thirty-one percent of these dealt with non-educational issues. / The majority of articles appeared between 1965 and 1975, influenced by civil rights activism rather than educational functions. / Recommendations. The recommendations suggest action that would affect the extent and nature of coverage of Negro colleges and universities. It is recommended that: A study be completed on the degree of coverage provided Negro colleges and universities in all magazines commonly provided to the general public. / Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0714. / Thesis (Ph.D.)--The Florida State University, 1982.