Abstract
This study focuses on the testing of a sociolinguistic assessment model in a bilingual community in north-central Colorado. The model illustrates a collaborative effort between the school and community in the formulation of language policy, and selection of a bilingual education program. The model assesses the sociolinguistic parameters of the bilingual community, identifies the maintenance or transfer status of Spanish in the community, and evaluates the degree of ethnic homogeneity between parents and teachers.
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