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Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Relationship Between Cognitive Performance And Sociocultural And Linguistic Variables In Bilingual Mexican American Children, Lorraine Geralyn Boudville
Relationship Between Cognitive Performance And Sociocultural And Linguistic Variables In Bilingual Mexican American Children, Lorraine Geralyn Boudville
Theses and Dissertations - UTB/UTPA
This study investigated the relationship between cognitive ability (dependent variable) and 5 independent variables: acculturation, socioeconomic status (SES), oral acquisition of syntactic structures, family size, and family structure. Instruments used were the WISC-III, Bilingual Syntax Measure (BSM), Sociocultural Scales in the System of Multicultural Pluralistic Assessment (SOMPA). The sample consisted of 96 bilingual Mexican American children aged six and seven years, randomly selected from five school districts in south Texas; 47 were female, and 49, male. The method of analysis was multiple linear regression. The null hypothesis was tested at the .05 level of significance, using a F distribution. Results …
The Effects Of Multi-Sensory Teaching Practices On The Reading Fluency And Comprehension Of Bilingual 2Nd Grade Students, Gloria Gonzalez
The Effects Of Multi-Sensory Teaching Practices On The Reading Fluency And Comprehension Of Bilingual 2Nd Grade Students, Gloria Gonzalez
Theses and Dissertations - UTB/UTPA
Language, the heart of the educational process, is the vehicle through which students are primarily being educated and prepared throughout their schooling (Lam, 1996). Language acquisition is described as having four processes: socio-cultural, linguistic, and academic and cognitive. Teaching, learning, and curriculum content must; therefore, be culturally meaningful, interactive, and collaborative. Since a student's learning style is a major contributing factor in teaching and not all students learn in the same manner, educators must know and understand the bilingual and bicultural child's identities and emphasize interdisciplinary, cooperative, and multi-sensory lessons in their classrooms (Chamot,1994). Educators must incorporate the wealth of …