Spanish language development in an elementary school two-way immersion program
Holman, Andrea D.
Van Delden, Maarten
Master of Arts
This study analyzed the level of proficiency in the minority language, Spanish, of students in the final years of a two-way immersion program at Mark Twain Elementary School in Houston, Texas. The level of proficiency of these two-way immersion students was gauged by comparing their oral narratives to those produced by the monolingual Spanish speakers in Eugenia Sebastian and Dan I. Slobin's 1994 study, "Development of Linguistic Forms: Spanish." The Spanish-dominant and native English-Spanish bilingual students in the program were found to have a high level of proficiency in Spanish. However, the English-dominant students in the program have not attained a native-like proficiency in Spanish. Thus, the program, while beneficial for both native and non-native Spanish speakers, is still somewhat lacking in its linguistic education of non-native Spanish speakers.
Education; Literature; Language arts; Linguistics; Modern language