First Advisor

Kimberley Brown

Term of Graduation

Fall 1997

Date of Publication


Document Type


Degree Name

Master of Arts (M.A.) in Teaching English to Speakers of Other Languages


Applied Linguistics




Second language acquisition, English language -- Study and teaching (Primary) -- Bilingual method, Spanish language -- Study and teaching (Primary) -- Bilingual method, Language and culture -- Study and teaching (Primary), Linguistic minorities -- Education (Primary)



Physical Description

1 online resource (148 pages)


The purpose of this thesis research was to determine if there were significant educational advantages in terms of sociocultural development for culturally and linguistically different students enrolled in a two-way bilingual education program as compared to those directly mainstreamed. Eighteen third-grade students were selected from two schools in the same school district. Half of the subjects spent their third grade year in a two-way bilingual educational program while the other half were mainstreamed into a submersion education program. Each subject was culturally (Hispanic) and linguistically (Spanish was the dominant language) different from mainstream students. A qualitative summary and statistical analyses were used to determine any group differences in terms of sociocultural development. The quantitative analyses showed minimal statistically significant differences suggesting that participating in the two-way bilingual program may not be any better or worse than the direct mainstreaming of culturally and linguistically different children. Conversely, the qualitative data, centered on researcher observations and teacher interviews, arguably pointed in the two-way bilingual program's favor. These results imply that independent of program model, the positive attitude of teachers (and students) stimulates culturally and linguistically different student's educational success. Additionally, in-class use of the sociocultural checklist can serve to enlighten teachers to common factors inhibiting the successful education of the Hispanic student population, thus leading to more effective assessments and fewer mistaken diagnoses. An extension of this work should assess student, teacher, and parental attitudes in more depth. General suggestions for future research include a better understanding of student's background factors. academic achievement, school characteristics. school performance, and school experiences.


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