French-English Bilingual Education and Language Achievement of Second Graders.

Abstract

The purpose of this study was to investigate whether or not second grade students in Avoyelles Parish, Louisiana changed differentially in reading and language achievement from regular classroom students as a result of participation in the French-English Bilingual Program. A second purpose was to ascertain whether students in the bilingual program achieved significantly in developing French language ability. Data was coded for the 278 students in the study. The statistical findings (tested at the .05 level) are summarized as follows: (1) Bilingual students did not change differentially in reading achievement from regular classroom students. (2) Females in the bilingual program did not change differentially in reading achievement from females in the regular English program. (3) Males in the bilingual program did not change differentially in reading achievement from males in the regular English program. (4) Black children in the bilingual program did not change differentially in reading achievement from black children in the regular English program. (5) White students in the bilingual program did not change differentially in reading achievement from white students in the regular English program. (6) Francos in the bilingual program did not achieve differentially in reading achievement from Francos in the regular English program. (7) Anglos in the bilingual program did not change differentially in reading achievement from Anglos in the regular English program. (8) Bilingual program students did not change differentially in language achievement from regular classroom students. (9) Females in the bilingual program did not change differentially in language achievement from females in the regular English program. (10) Males in the bilingual program did not change differentially in language achievement from males in the regular English program. (11) Black children in the bilingual program did not change differentially in language achievement from black children in the regular English program. (12) White students in the bilingual program did not change differentially in language achievement from white students in the regular English program. (13) Francos in the bilingual program did not change differentially in language achievement from Francos in the regular English program. (14) Anglos in the bilingual program did not change differentially in language achievement from Anglos in the regular English program. (15) Among students of high educational ability, no significant differential change in language achievement existed between bilingual education students and regular English students. However, group ability interaction made a significant difference for the other two levels. The change in language achievement for low