(1979). The Effect of Context on the Understanding of Idiomatic Expressions and Multiple-Meaning Vocabulary Words for Monolingual and Bilingual Readers. A study was conducted to determine if context facilitated the understanding of idiomatic expressions and multiple-meaning vocabulary words presented in narrative passages and if the passages containing these linguistic elements were comprehended. Specifically, the study compared the performance of monolingual and bilingual sixth grade and eighth grade students to discover if differences existed in the effectiveness of context as a function of language group membership and grade placement or reading achievement level. The subjects were administered tests of idioms in context and of vocabulary in context. Each test called for the subjects to read three passages, answer comprehension questions, and then read a reprinted passage with target words underlined to insure that they would refer to context as they selected definitions from a list provided. The results showed that comprehension was facilitated more by context than by definition selection tasks. In addition, reading achievement…
(1980). Poetry and Linguistic Awareness. As part of an investigation of ways to increase the linguistic awareness and communication skills of community college students from a variety of linguistic and cultural backgrounds, a study was conducted to determine if poetry study would enhance the word comprehension sensitivity of bilingual and bidialectal students. The 38 students involved in the study were enrolled in either a poetry class (experimental group) or a social studies class (control group). All students were administered the McGraw-Hill Basic Skills Vocabulary Test as both a pretest and a posttest. Both classes showed significant improvement in word comprehension sensitivity, a result possibly attributable to vocabulary work in each class. However, the findings suggest that students in the poetry class experienced a significant growth in word comprehension sensitivity and in interpersonal affective language usage due to their exposure to metaphoric language that was free of the cultural-specific limitations of…
(1978). Language Policy and Socioeconomic Development in Ireland. Occasional Paper 4. This report, based on the materials used by the Committee on Irish Language Attitudes Research, describes the relations between language policy and socioeconomic development in the Republic of Ireland. Their contribution to central state planning in the maintenance and extension of Irish since attainment of political independence in 1922 is discussed. Topics discussed include community maintenance of language in Irish speaking areas, generating ability in Irish through the education system, education, and the relationship between Irish and social mobility. (Author/JB)…
(1977). Code-Switching in Four Six-Year-Old Spanish-English Speakers. This observational study examined code switching, the alternation of language or dialects to convey social meaning, in 6-year-old Spanish-English bilinguals. Specifically, the study attempted to determine which of the five variables were associated with code switches: physical setting; type of activity; characteristics of the addressee (age, ethnicity, linguistic ability); topic of conversation; linguistic intention (requesting help, arguing, etc.). The study also attempted to investigate any differences between children's and adults' code switching. Subjects were four children attending a bilingual day care center-kindergarten. Children's language production and concurrent behavior were recorded. From the data, seven types of activity settings were isolated. Episodes of interactive speech were analyzed for the five variables studied. Results indicate that the only variable having a clear effect was the addressee's linguistic ability; children were able to choose and maintain the…
(1977). Development of a Test Instrument to Determine Language Dominance of Primary Students: Test of Language Dominance (TOLD). The objective of this study was to develop a highly reliable instrument for primary grade students which was relatively culture free and could accurately identify each child's dominant language. In addition, it should provide normative data regarding the child's fluency in his two most predominant languages. This test, known as the Test of Language Dominance, was simultaneously developed in English, Navajo, Spanish, Yupik and Zuni. Items which did not indicate satisfactory statistical rigor during the pilot test phase were removed or modified. The test is divided into Part I (receptive verbal ability) and Part II (expressive verbal ability). Part I, which features progressive item difficulty, is group-administered to children who respond by marking one picture out of the four which the administrator describes. Part II is individually administered with each student naming as many things as he can in a given domain in one minute. The test must be administered by a person fluent in… [PDF]
(1974). A Comparison of the Written and Oral English Syntax of Mexican American Bilingual and Anglo American Monolingual Fourth and Ninth Grade Students (Las Vegas, New Mexico). In comparing the written and oral English syntax of Mexican-American bilingual and Anglo-American monolingual students, this study sought to learn specifically whether these two groups of students represent the same speech population in English syntactic use. A total of 70 subjects were randomly selected for the four groups (bilingual and monolingual fourth and ninth graders). Each subject was taped in an interview to acquire a sample of oral language production–free speech–while free writings in class were used for written production. Oral and written samples were divided into T-units, and 20 T-units of each language production were randomly sampled for each student and then analyzed to test for central tendency, dispersion, and skewness. Results showed that the bilingual and monolingual students do represent the same language population in English syntactic usages, except in ninth-grade written average clause length. However, the study raises questions, and the subject warrant's… [PDF]
(1976). Multiple Correlation as an Extension of One Group Evaluation Designs. The usefulness of multiple correlation as an extension of one group evaluation designs was investigated. Program participants were measured on the amount of time each spent participating in a specific activity. This information, along with selected personal variables, was used in a correlational analysis to determine the contribution of various program activities and personal variables to the measured changes on the criterion variables. It was found that multiple correlation can provide a wealth of information to decision-makers at a minimum cost. (Author/RC)… [PDF]
(1976). Reading and the Bilingual Child. Reading Aids Series. This book describes the special needs and learning problems of the bilingual child; reviews and summarizes research on teaching English as a second language, showing various teaching approaches; and provides practical ideas for the classroom teacher in the reading instruction of the bilingual child, with suggestions for the development of motivation and self-concept, auditory discrimination, vocabulary and concepts, oral language, and formal reading instruction. A list of references is included. (JM)… [PDF]
(1975). Phonetic Science, Intercultural Communication and the Right of Man to Communicate. When phonetic science is extended from an individual to a dyadic system base, it acquires relevance to intercultural communication. A study examining the ability of sixteen Japanese American bilingual communicators to be understood in a situation of stressful audial interference establishes the upper limit for training in pronunciation. An approach designed to modify the dialect of college-age adults living in a multilingual community is also based on the dyadic model. Characterization of the patterns of intercultural communication in terms of dyadic phonetic patterns, such as time-imbalance, switching pause, and mismatch analysis, provides a focus for more detailed analysis of international relationships. As phonetic science becomes important to intercultural communication, it assumes the potential for making contributions to worldwide communication needs. (KS)… [PDF]
(1969). Problems of Cross-Cultural Educational Research and Evaluation: The Rough Rock Demonstration School. This report contends that the preliminary negative evaluation of the Rough Rock Demonstration School (RRDS) was due more to the investigators' culture shock than the actual situation. RRDS, an experimental school, is unusual in that is administered mainly by Navajos. Thus the appearance of this school, which offers a bilingual and bicultural educational program, reflects the attitudes and customs of its native administration. The problems of cross-cultural studies and evaluations are discussed along with specific instances of faulty assessments of the school. The problems encountered in finding a representative sampling of parents and students, translation, imposing Anglo middle class values on the Navajo way of life, payment of poor people for services, community relations, nepotism, teaching English as a second language, the deleterious effects of traditional dormitory life on Navajos, and parental involvement are presented. (KG)… [PDF]
(1972). Tecnologia educativa: Lengua nacional 1. Guiones didacticos para el profesor (Educational Technology: National Language 1. Teacher's Guide). This is the first in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…
(1972). Tecnologia educativa: Lengua nacional 2. Guiones didacticos para el profesor (Educational Technology: National Language 2. Teacher's Guide). This is the second in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…
(1972). Technologia educativa: Lengua nacional 3. Guiones didacticos para el profesor (Educational Technology: National Language 3. Teacher's Guide). This is the third in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…
(1972). Tecnologia educativa: Lengua nacional 4. Guiones didacticos para el profesor (Educational Technology: National Language 4. Teacher's Guide). This is the fourth in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…
(1972). Tecnologia educativa: Lengua nacional 5. Guiones didacticos para el profesor (Educational Technology: National Language 5. Teacher's Guide). This is the fifth in a series of six teacher's guides designed to accompany the Senda textbooks (FL 004 047 through 004 052). It contains instructions for presenting the lessons and for handling the individual needs of the pupils. (Author/SK)…