R E P O R T R E S U M E S ED 017926 24 AL 001 193 SCIENCE INSTRUCTION IN SPANISH FOR PUPILS OFSPANISH SPEAKING BACKGROUND, AN EXPERIMENT IN BILINGUALISM. FINALREPORT. BY- RAISNER, ARNOLD AND OTHERS NEW YORK CITY BOARD OF EDUCATION, BROOKLYN,N.Y. REPORT NUIIBER BR-5-1063 PUB DATE JUN 67 REPORT NUMBER CRP-2370 CONTRACT OEC-5-10-033 EDRS PRICE MF-S1.00 HC -$8.12 201P. DESCRIPTORS- *SPANISH SPEAKING, *SCIENCE CURRICULUM, *BILINGUALISM, *JUNIOR HIGH SCHOOL STUDENTS,CURRICULUM EVALUATION, PUERTO RICANS, SCIENCE PROGRAMS,SECOND LANGUAGE LEARNING, *PROGRAM EVALUATION, SCIENCE EDUCATION,SELF CONCEPT, PARENT STUDENT RELATIONSHIP, NEW YORKCITY, A STUDY WAS UNDERTAKEN TO DETERMINE THEEDUCATIONAL EFFECTS OF A LANGUAGE MAINTENANCE PROGRAMUSING SPANISH AS A MEDIUM OF INSTRUCTION WITH JUNIOR HIGH SCHOOLSTUDENTS OF SPANISH-SPEAKING BACKGROUND. THE PROGRAM'SEXPERIMENTAL VARIABLE CONSISTED OF BILINGUAL SCIENCEINSTRUCTION AND AN ACCELERATED COURSE IN THE SPANISH LANGUAGE. THE994 SEVENTH-GRADE STUDENTS WHO BEGAN THE PROGRAMIN SEPTEMBER, 1964, HAD A HISPANIC BACKGROUND AND ORALABILITY IN SPANISH BUT LESS THAN GRADE LEVEL ENGLISH READINGABILITY. THEY WERE DIVIDED INTO 16 CONTROL AND 16 EXPERIMENTALCLASSES, ALL OF WHICH FOLLOWED THE "NEW YORK CITY SCIENCE COURSEOF STUDY FOR THE JUNIOR HIGH SCHOOLS." THE EXPERIMENTAL"SCIENCE-SPANISH" CLASSES RECEIVED SPECIAL SPANISH LANGUAGE SCIENCEMATERIALS IN ADDITION TO THE STANDARD ENGLISHSCIENCE TEXT MATERIAL. EACH SCIENCE-SPANISH CLASS WAS TAUGHT BY ABILINGUAL TEACHER LICENSED TO TEACH SCIENCE WHO ENCOURAGEDMAXIMUM USE OF SPANISH IN SCIENCE CLASSES AND LABORATORYPERIODS. IN ADDITION, THE EXPERIMENTAL CLASSES RECEIVEDSPANISH LANGUAGE INSTRUCTION IN WHICH THE AUDIOLINGUAL METHOD WASDEEMPhASIZED IN FAVOR OF MORE FORMAL CONTRASTIVE STUDYOF GRAMMAR, WRITING, AND CORRECT USAGE. AFTER THREE YEARS, ANEXTENSIVE EVALUATION OF THE PROGRAM WAS MADE IN THREEAREAS--(1) STUDENT ACHIEVEMENT (ESPECIALLY IN SCIENCE ANDSPANISH) , (2) PERSONAL AND SOCIAL DEVELOPMENT (INCLUDINGBILINGUAL DOMINANCE AND CULTURAL ATTITUDES) ,AND(3) THE REACTIONS OF THE PROFESSIONAL STAFF TO THE PROGRAM.EXPERIMENTAL GROUP ACHIEVEMENT WAS FOUND TO BE SUPERIOR IN SCIENCEAND SPANISH, BUT WAS NOT AFFECTED IN SOCIAL STUDIESOR MATHEMATICS. IN THE AREA OF CLASSROOM ENGLISH ACHIEVEMENT, THEEXPERIMENTALS DID AS WELL AS THE CONTROLS, WHILE INENGLISH READING ABILITY THEY DID MUCH BETTER. EVALUATION ALSO REVEALEDTHAT THE BILINGUALLY TAUGHT CHILDREN TENDED TO RETAINTHE PARENTAL CULTURE, POTENTIALLY STRENGTHENING THE BOND BETWEENCHILD AND HOME. PROFESSIONAL STAFF RESPONSES INDICATED AGENERALLY FAVORABLE REACTION TO THE PROGRAM. RECOMMENDATIONSFOR FUTURE BILINGUAL PROGRAMS ARE INCLUDED IN THISFINAL REPORT.(JD) SCIENCE INSTRUCTION iNVANIS FOR PUPILS OF SPANISH SPEAKINGBACKGROUND r , An Experiment in Bilingualism t COOPERATIVE RESEARCH PROJECTNO. 2370 J.WAYNE WRIOHYSTONE, SAMUEL D.MCCLELLAND / ARNOLD D. RAISNER PHILIP A. BOLGER CARMEN SANGUINETTI BUREAU OF EDUCATIONALRESEARCH BOARD OF EDUCATIONOF THE CITY OF NEW YORK 5-/6'6 FINAL REPORT Project No. 2370 Contract No. 407-9 SCIENCE INSTRUCTIONIN SPANISH FORPUPILS OF SPANISH SPEAKINGBACKGROUND An Experimentin Bilingualism U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION FROM THE June 1967 THIS DOCUMENT HAS BEENREPRODUCED EXACTLY AS RECEIVED POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATIONORIGINATING IT. REPRESENT OFFICIAL OFFICE OFEDUCATION STATED DO NOT NECESSARILY POSITION OR POLICY. Arnold Raisner,Philip Bolger, CarmenSanguinetti U.S. DEPARTMENT OF HEALTH, EDUCATION,AND WELFARE Office of Education Bureau of Research Board of Educationof the City of NewYork Bernard E. Donovan,Superintendent of Schools Office of EducationalResearch J. WayneWrightstone, AssistantSuperintendent Bureau of EducationalResearch Samuel D. McClelland,Acting Director WL 001193 SCIENCE INSTRUCTIONIN SPANISH FOR PUPILS OF SPANISH SPEAKINGBACKGROUND OM. An Experimentin Bilingualism Arnold Raisner Philip Bolger Carmen Sanguinetti June 1967 The research reportedherein was performed pursuant to a contract with the Office of Education, U. S.Department of Health, Education,and Welfare. Contractors under- taking such projects enderGovernment sponsorship are encouraged to expressfreely their professionaljudgment in the conduct of theproject. Points of view or opinions stated do not, therefore,necessarily representofficial Office of Educationposition or policy. OFFICE OF EDUCATIONALRESEARCH BOARD OF EDUCATION OFTHE CITY OF NEW YORK J. Wayne Wrightstone,Assistant Superintendent BUREAU OF EDUCATIONALRESEARCH Samuel D. McClelland,Acting Director The day-to-day conduct of the project was accomplishedby a team of three members. The project team had to expedite the implementation of the program in the participating schools, create and distribute curriculum materials andinstruments and conduct all evaluation activities. Dr. Arnold Raisner was the Project Directorand was in charge of the total program. Under general supervision, he was responsible for seeing that the project was carried outaccord- ing to the contract and managed the program in itsoperational, research and curricular aspect3. He also initiated important revisions in the project as dictated by its development overthe three year period. Dr. Philip Bolger was responsible for theresearch and evaluation aspects of the project. This included the design and construction of new instruments of evaluation, thecollection and processing of data and the interpretation of findings. Dr. Carmen Sanguinetti adapted and translatedthe curriculum material. Her activities embraced the preparation ofteacher guides, student texts, work-books and examinations. She consulted with the school staffs in developing the specializedcurriculum. ACKNOWLEDGEMENTS The evaluation of any largeinnovative educational program must involvethe whole-hearted participationof a large number of teachers,administrators and researchers. The Science-S,anish Study wasparticularly well endowed with professional talent. The assigned group ofskilled bilingual science teachers devoted longhours to the creation and use of Spanish language instructionalmaterial. They were called upon to prepare manyspecial reports and to grasp every oppor- tunity to develop the specialteaching techniques which make bilingual instruction feasible.Deep appreciation is extended to these dedicated scienceteachers: Mr. Juan Fonseca, Mrs, Audrey Rivera, Mrs. ClaraGonzalez, Mr. Alexandra Rodriguez, Mrs. Emma Lou Carreras, MissEleanor 'Aden, Mrs. Mariluz Mermelstein, Mr. Jose Calera, Mr. ArthurPlotskers Mr. John Orna, Mr. Randolph Douglas, Mr.Michael Nigro, Mr. Moises Rodriguez, Mrs. Shirley Nunes, Mr. Lloyd Torresand Mr. Vincent Foley. The broad outlines of the program wereoriginally con- ceived and sponsored oy the late Dr.Joseph 0. Loretan:, Deputy Superintendent of Schools. His intellectual foresight and administrative skill paved the wayfor the development of an effective program. Mrs. Helene M. Lloyd,Acting Deputy Superin- tendent, continued his work. The original grant proposal andresearch design were prepared by the expert hand of Dr.Samuel D. McClelltind, Acting Director of the Bureau of EducationalResearch. Dr. McClelland served as co-director of theproject and gave constant assistance and guidance. Dr. J. Wayne WrightstonevAssistant Superintendent in Charge of Research, provided theover-all direction of the program and the essential inspirationand editorial supervision. A final word of gratitudeis extended to the two excellent typists who served as specialists inthe production of bilingual materials, Mrs. Dessia Trejo and Mrs. BessLasser. The typing of the final document is a tribute tothe excellence of the work of our dedicated anahighly skilled secretary and officecoordinator, Mrs. Lillie Lasky. A special note of thanks mustbe made to Mr. Richard F. Combo for his perseverance and diligencein caring for the varied business affairs inextricably related tothe implementation of a project of this nature. TABLE OF CONTENTS Page ACKNOWLEDGEMENTS LIST OF TABLES iv Chapter I. INTRODUCTION 1 Statement and Background of Problem 1 Related Research 8 Specific Purpose and Objectives 14 Hypotheses 14 II. DESIGN OF STUDY 15 Introduction 15 Selection ofSchools, Students and Teachers 16 ExperimentalTreatment 22 Creatior anduse of Specialized Instructional Material 24 Special Instrument 27 Administration and Supervision of Program 36 III. STATEMENT OF RESULTS 38 IV. FINDINGS AND DISCUSSION 40 School Achievement Science 40 Spanish se 50 English 55 Other Major Subjects 62 Personal and Social Development Anxiety 68 Cultural Retention 74 Bilingual Dominance 79 Report Card Ratings E2 Attendance 85 Staff Principals' Questionnaire 90 Professional Staff Opinion 98 The Effect of Teacher Language Ability 103 ii TABLE OF CONTENTS Page 106 V. SUMMARY OF FINDINGS 110 VI. RECOMMENDATIONS 114 REFERENCES APPENDIX A. List of Schools and Personnelin Science-Spanish Program 118 APPENDIX B. Bilingual Basic Test ofScience Knowledge 121 132 APPENDIX C. Bilingual Science Test 7 and8 147 APPENDIX D. Cultural Retention Form Rating form for Science Teacher APPENDIX E. 149 Spanish Language Proficiency 151 APPENDIX F. Anxiety Scale APPENDIX G. Pupil Personal Data Sheet 157 APPENDIX H. Teacher and PrincipalQuestionnaire 159 Sample Outline Course ofStudy APPENDIX I. 165 Grades 7, 8$ 9 169 APPENDIX J. Special Format Digitek AnswerSheet APPENDIX K. Sample Instructional Materials 1. General Concepts 171 172 2. Science Experiment 3. Review Test 174 4. Vocabulary 176 iii LIST OF TABLES Table Page