Native and Spanish Language Proficiency in a Bilingual Education Program

Abstract

ABSTRACT The purpose of this study was to examine the Spanish learning outcomes for two linguistically different groups of limited English proficient (LEP) Hispanic subjects in a bilingual program. One linguistic group consisted of fluent Spanish speakers (n = 274), and the other group consisted of nonfluent Spanish speakers (n = 88) as determined by a measure of oral Spanish proficiency. The groups participated in a Grade 1 through 8 maintenance bilingual education (MBE) program during the 1985–86 school year. Spanish reading and mathematics achievement were analyzed independently, in relation to the test's state norms (based on the population from Texas) for each linguistically different group, for three grade clusters including primary (1–3), intermediate (4–6), and junior high (7–8) grades. Obtained data indicate that both groups performed at or above the test's Texas norms for 11 of 12 gradecluster comparisons for either Spanish reading or mathematics achievement. In addition, five of six significant...