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    Experimental impact of a Vietnamese/English transitional bilingual education program (K-2) on native and second language proficiency.

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    Author
    Pham, Quy Kim.
    Issue Date
    1989
    Keywords
    Education, Bilingual -- Evaluation.
    Second language acquisition.
    Vietnamese Americans -- Education (Primary)
    Advisor
    Medina, Marcello
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This study investigated differences in Vietnamese (native) and English (second) oral language proficiency across sex, age, socioeconomic status (SES), and grade levels for Vietnamese students as a result of their exposure to a 3-year (K-2) transitional bilingual education program. It also attempted to determine whether there was a difference in English language proficiency across Vietnamese language proficiency as well as whether there was a relationship between English language proficiency and Vietnamese language proficiency. One hundred twenty six subjects were selected based on the fact that they had participated in the said bilingual education program and that the scores they had obtained on the Language Assessment Scales (LAS) which measured their proficiency in English and Vietnamese were available for both kindergarten and second grade. These children's school records were examined in view of noting their LAS scores, sexes, birthdates, and SES. Statistical treatments used were analysis of covariance and Spearman's rho correlation. Tukey post-hoc tests were calculated where appropriate. The results indicated that: (1) for Vietnamese language proficiency, girls scored higher than boys, middle- and high-SES students scored higher than low-SES students, but no significant difference was found between the scores of older students and the scores of their younger counterparts; (2) for English language proficiency, females scored higher than males, older students scored higher than younger students, and scores increased linearly with SES increment; (3) there was a significant difference in English language proficiency across Vietnamese language proficiency; (4) there was a significant positive relationship between English language proficiency and Vietnamese language proficiency; and (5) the subjects enjoyed a marked gain in English but suffered a significant loss in Vietnamese.
    Type
    text
    Dissertation-Reproduction (electronic)
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Educational Foundations and Administration
    Graduate College
    Degree Grantor
    University of Arizona
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