Bilingual Education at Rock Point--Some Early Results.
Bilingual Education at Rock Point--Some Early Results.
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Rock Point 的双语教育——一些早期成果。
DOI：
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发表时间：
1976
期刊：
影响因子：
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通讯作者：
Merilyn Farella
中科院分区：
文献类型：
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作者：
P. Rosier;Merilyn Farella
Rock Point双语课程的一个基本假设是，学习用母语阅读可能会提高阅读能力，而阅读能力随后会提高第二语言（英语）的阅读能力，这一点可以通过成绩测试来衡量。作者认为，批判性思维是通过语言来发展的，而认知发展是通过母语教育来促进的。然而，良好的英语阅读能力是很重要的，作者报告说，学习纳瓦霍语阅读并在学习英语时继续用纳瓦霍语进行内容教学的四年级和五年级纳瓦霍学生的英语成就测试成绩显著提高。Rock Point的双语学生在斯坦福成就测试中的总阅读成绩明显高于纳瓦霍保留地单语BIA学校的纳瓦霍学生。Rock Point学生的年增长率几乎是BIA样本人口的两倍。显然，纳瓦霍人最初的读写能力的影响是累积的。岩石点的双语课程表明，纳瓦霍语教学对说纳瓦霍语的学生既实用又有益。
A basic assumption of the bilingual program at Rock Point is that learning to read in the language one speaks will probably result in better reading skills, which will later result in better reading in the second language (English), as measured by achievement test scores. The authors believe that critical thinking is developed through language, and that cognitive development is fostered by education in the native language. Nevertheless, good English reading is important, and the authors report significant increases in English achievement tests scores of 4th and 5th grade Navajo students who learned to read in Navajo and continued to have content instruction in Navajo while they learned English. The biliterate students at Rock Point scored significantly higher in Total Reading on the Stanford Achievement Test than Navajo students in monolingual BIA schools on the Navajo reservation. The yearly rate of growth of Rock Point students was almost double that of the BIA sample population. Apparently the effects of initial literacy in Navajo are cumulative. Rock Point's bilingual-biliterate program demonstrates that instruction in Navajo is both practical and beneficial for Navajo speaking students.