The Relative Development of Spanish and English as Abstract and Conceptual Languages in Bilinguals.

Abstract:

The ability of bilingual students to profit educationally when Spanish is the vehicle of instruction was inferred from a qualitative analysis of their responses to matched Spanish-English vocabulary tests. The responses of 53 bilingual junior high school students with strong Spanish language histories were classified as qualitatively higher or lower definitions. Higher level definitions were considered more abstract and conceptual in nature. No significant differences were found between the proportion of higher level definitions given in Spanish and those given in English, nor for the same proportions when the sample was grouped by sex and by Spanish language history. It was inferred that students could profit equally well from instruction that used Spanish or English as the vehicle of communication. (Author/SK)

Año de publicación:

1973

Keywords:

Fuente:

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