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Possible heritage language loss in H...

Sheffield, Mariagrazia Marzano.

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Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs./
作者:	Sheffield, Mariagrazia Marzano.
面頁冊數:	116 p.
附註:	Adviser: Richard Parker.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3270392
ISBN:	9780549094739

Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.
Sheffield, Mariagrazia Marzano.

Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs. - 116 p.

Adviser: Richard Parker.

Thesis (Ph.D.)--Texas A&M University, 2007.

Findings from this study suggest that students instructed in their native language in the early elementary years appear to have a better chance of maintaining their heritage language over time, when compared to students instructed solely in English.

ISBN: 9780549094739Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.
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100 1 $a Sheffield, Mariagrazia Marzano. $3 1286678
245 1 0 $a Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.
300 $a 116 p.
500 $a Adviser: Richard Parker.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2325.
502 $a Thesis (Ph.D.)--Texas A&M University, 2007.
520 $a Findings from this study suggest that students instructed in their native language in the early elementary years appear to have a better chance of maintaining their heritage language over time, when compared to students instructed solely in English.
520 $a To answer the second research question, regarding parents' beliefs on bilingualism and maintenance of the heritage language in their children, semistructured Parents' Interviews (PI) with open-ended questions were conducted.
520 $a The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school of a large district in the Dallas-Fort Worth area. Ten students were enrolled in Transitional Bilingual Education (TBE) classes and ten students were enrolled in English as a Second Language (ESL) classes, during the academic year 2004-2005.
520 $a Oral Reading Fluency (ORF) in English and Spanish were measured over a short-term progress monitoring period (i.e. sixteen consecutive weeks), and over a long-term follow-up period (i.e. nine and twelve months later, respectively). To answer the first research question on the amount and type of growth in English and Spanish ORF demonstrated by the students over time, two main types of analyses were conducted: (a) time series analysis of group improvement trends, and (b) Analysis of Variance (ANOVA) on individual student slope coefficients.
520 $a Results from quantitative analyses revealed that both groups of students improved in English reading over time. However, when considering the long-term progress, the TBE group demonstrated a faster rate of improvement in English reading when compared to the ESL group and also to their own Spanish reading. As for the ESL group, the students reached a plateau of performance in Spanish, indicating, at best, minimal skills in the heritage language while continuing to progress in English.
520 $a Results from qualitative analyses revealed three major themes: Both sets of parents believed in the connection between the native language and increased life opportunities, the TBE parents affirmed the heritage language as symbol of their cultural identity, and the ESL parents acknowledged their children's native language loss.
590 $a School code: 0803.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Hispanic American Studies. $3 1017793
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690 $a 0525
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710 2 $a Texas A&M University. $3 718977
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0803
790 1 0 $a Parker, Richard, $e advisor
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3270392