CHAPTER II METHODOLOGY - WTH CORE VARIABLES

CHAPTER II

Methodology

Introduction

It will be this dissertation’s goal to provide further evidence on behalf of Cummins’ linguistic developmental interdependence hypothesis. Systematic observations of academic bilingualism among Hispanic children were registered in an attempt to measure their degree of linguistic (Spanish-English) interdependence. Data comprising language tests scores were gathered periodically during three years of schooling, beginning in first grade.

The full population of Hispanic first graders enrolled in these bilingual neighboring schools in the city of Newark, New Jersey, who were administered both Spanish and English language proficiency tests, participated in the study.

It is hypothesized that variations observed in second language proficiency scores of primary school bilingual Hispanic children may significantly relate to the active influence of previously developed vernacular language at the time the child is introduced to public education. Other anticipated intervening sociolinguistic and demographic variables were gathered by interviewing the parents of the children participating in the study. In addition, these children's intelligence quotient was obtained by administering the Spanish WISC intelligence test to the sample. It may be fairly assumed that confirming Cummins’ hypothesis will strengthen the need of L1 maintaining bilingual education as effective tool in the cognitive-academic development of the bilingual child.

Subjects

Seventy-five third graders of Hispanic extraction undergoing bilingual education at the Roberto Clemente, Elliott Street and Franklin Elementary Schools in Newark, New Jersey, were the subjects of the study.

Selection Criteria

These students comprised the full population of first graders who were administered and completed two consecutive L1 and L2 language tests in May 1982 and in May 1983. These tests were the following:

1. Spanish proficiency: CTBS Espanol levels B and C: Level B administered in 1982 and Level C in 1983.
2. English proficiency : The MAC: Grade I in 1982, and the LAB-1982 Form A, Grade 2 in 1983.

Core Variables (See Appendix II)

The Spanish CTBS (Comprehensive Test of Basic Skills), English MAC (Maculaitis Assessment Program), and LAB-82 (Language Assessment Battery), all language proficiency tests, served as core variables.

The following Table details the year month each test was administered, the language of the test, and the grade level in which it was administered.

TABLE 2

YEAR AND MONTH OF ADMINISTRATION, TESTS ADMINISTERED, 
LANGUAGE OF TEST, AND GRADE LEVEL

YEAR	MONTH	TEST	LANGUAGE	GRADE
1982	May	CTBS (LEVEL B)	Spanish	1
1983	May	CTBS (LEVEL C)	Spanish	2
1982	May	MAC (K-1)	English	1
1983	May	LAB 82  Form A (K-2	English	2
1984	February	LAB-82 Form A (3-5)	English	3

   
     The CBS Espanol is a Spanish-language adaptation of the CTBS/S Reading and Mathematics tests, levels B through C. It was developed by Norwalk-La Miranda Unified School District in Southern California (1978). The CTBS is not intended to measure achievement in specific course content as reflected in textbooks for that level. However, performance on the test depends on the possession of relevant knowledge at the grade level. Levels B and C, respectively, are grade I and grade II tests. A brief description of the content of the subtest of the reading test o both levels o the CTBS Espanol (level B & C) will follow. A description of the Mathematics test will be omitted, since it will not be used as data for this study. 

CTBS: Grade I

Level B (Grade I) subtests on the reading sections are as follows:

1. Word Recognition I: (19 items):

• An oral stimulus is provided for the student to identify and match the printed form of the same word.
• Example: The child is instructed to identify the written word that corresponds to the one pronounced by the tester. 
• The child must mark a small circle drawn under the word. He or she must choose from a set of four words as illustrated below:

hambre ()

Hora  ()

dentro ()

hombre  ()

1. Reading comprehension

• The student is asked to read a sentence, comprehend its meaning and choose from the picture choices the one that is appropriate for the sentence. The three choices include the correct answer and any two of the following error types: (1) as error in gender, (2) and error in number (3) a content error, and (4) a phonetic error.
• Example: The following sentence is given the child to read:

“Mira el carro”

• Drawn under this sentence, there are three pictures each separated by a vertical line, (the length of each drawing is is about two inches); the first a car, the second a horse, the third a cat. The child must be able to read (silently) the sentence, understand its meaning and mark the picture of the car.

1. Word Recognition II (19 items):

• Many of the words used in this test are the same as those used in Word Recognition I. However, the item and answer choices are arranged differently. The test presents a picture stimulus followed by four answer choices. The student is required to match the visual stimulus with the printed form of the same word.

• Example: The picture of a foot appears drawn at the beginning of horizontal sequence of choice words.

Picture of a foot

que  ()

pié ()

pan  ()

peor  ()

• The student must mark the circle under the correct word, foot.

CTBS, Grade II

Level C (Grade II) subtests (reading section) are as follows:

1. Reading Vocabulary (33 items): The student is orally provided with a description of one of  four words which appears in writing on his answer sheet. The distractors are of the following types: antonyms, contextually related words, and unrelated words.

Example: The student is asked to search and then mark the word that names a domestic animal. Four words are presented in written form as illustrated below. The correct answer is cat.

()venado

() bebé

() gato

()juguete

2. Reading comprehension: Sentences (23 items): a printed sentence with a missing word is shown. The answer choices appear within the sentence.

Example:

                    ( () uno   () felices   )

Los niños (                                    )       sonríen

                   ( ()  tristes  ()  rojos   )

3. Reading comprehension: Passages (18 items): The student is given six brief passages or letters to read, and 18 items related to the passages. The items measure specific skills in both literal and critical comprehension, including literal recall rewording of details, using context clues to answer questions, stating the main idea, and interpreting the story to reach a conclusion.

Example: 

2. Reading comprehension: Sentences (23 items): a printed sentence with a missing word is shown. The answer choices appear within the sentence.

Example:

              ( () uno   () felices   )

Los niños (                                    )       sonríen

                 (     ()  tristes   ()  rojos   )

1. Reading comprehension: Passages (18 items): The student is given six brief passages or letters to read, and 18 items related to the passages. The items measure specific skills in both literal and critical comprehension, including literal recall rewording of details, using context clues to answer questions, stating the main idea, and interpreting the story to reach a conclusion.

Example: 

Querido Tomás: 

Nosotros estamos en la casa de mi tío Jaime. Cata y yo nos estamos divirtiendo. Jugamos en la arena y en el mar. Pero más que todo nos gusta ir en el barco de mi tío Jaime. También jugamos con un perro que se llama Lobo.

Encontramos unas conchitas muy bonitas. Algunas son rosadas y otras son blancas. Te las enseñaré cuando regresemos a casa. Quisera que estuvieras con nosotros.

Tu amigo,

           Jose

¿Para quién es la carta?	¿Qué encontraron los niños?
() José     ()Tomás	() arena    () algunos pescados
() Cata    () el Tío Jaime	() conchitas  () un barco

¿Quienes juegan en la arena?	¿Dónde encontraron los niños?
() Tomás () Cata y José	() en un rancho () en un bosque
() el perro () el tío Jaime                               y Tomás	() en la ciudad () cerca de la playa

The Maculaitis Assessment Program: MAC K-1

The MAC provides measurement of the students’s performance on global and specific English language proficiency, and academic achievement in the second language (English). The following are the content areas covered by the MAC K-1. `

MAC, Grade 1

1. Oral expression (2 subtests, 10 items, maximum score: 60)

First subtest: Five simple questions are asked by the examiner.

Example: “What grade are you in?

Answer   a. First grade                   --- 2 points

              b. in the first grade.         --- 2 points

              c. I’m in the first grade.  --- 2 points

              d. I first                           --- 1 point

               e. school                         ---  0 points

Second subtest: connected discourse is examined by the use of a pictorial sequence story. A speech sample is obtained and scored on the students use of the following skills: comprehension, pronunciation, grammatical structure, vocabulary, and fluency.

Example: The examiner shows the student four pictures; each picture follows in story-like sequence. In the first picture Henry is sitting on a chair watching TV and having a snack. The examiners describes his first picture and asks the child what has happened in the second, third and fourth picture.

The student is encouraged to speak as clearly as possible (answers are taped). He or she is then scored on each of the four skills described above with the use of a scoring sheet. For example, if the child indicates native speaker ability to comprehend the target language he is give a score of ten on the first skill, comprehension. If he appears to have native speaker pronunciation of target language he is given a core of ten un pronunciation.

2. Listening Comprehension (3 subtests, 21 items, maximum score 36)

First subtest: comprehension of commands. In this part of the test, there are six test items: a pair of scissors, a small piece of scrap paper for each student, a pencil, a wastepaper basket, a ruler, and a book. The examinar uses a puppet (Johnny) to mediate communication with the student. 

Example: the student is asked to take the book, open it and give it to Johnny, etc.

Second subtest: In this part of the test there are six listening comprehension questions. The examiner is to read the three brief selections in a “normal” tone and speed; the ask the student two questions based on each selection.

Example:

Maria Elena went to the store for her mother. She bought milk and bread. Then she went home.

“Where did Maria go?”

“What did she buy?”

Third subtest: minimal pairs. In this part of the test, there are six items. The student responds to each item by pointing to the appropriate picture in the MAC: K-1 Stimulus Booklet.

Example: The examiner shows the cat/cap picture and asks the student to point to the cat.

3. Vocabulary Recognition: (one subtest 15 items, maximum score 30)

In this part of the test there are fifteen test items to identify in the MAC: K-1 Stimuls Booklet. Skills tested are: vocabulary identification (consonants, vowels, and consonant blends/one, two and three syllable words; definition of the nouns/simple and compound sentences.

Any synonym is accepted. For example “car” “auto,” or “automobile, “ are all acceptable and, therefore, equally correct. Example: the examiner shows a picture of a dog and asks: “What’s this?”

The LAB-82: Language Assessment Battery

This test differs from the original LAB, published in 1978. It contains all new item content, and is composed of four levels and only one form at each level. The LAB-82 has English and Spanish versions. Form A (Grades K, 1 and 2 are level I;  grades 3, 4, 5 are level II) includes tests of listening, speaking, reading, and writing at all levels. The purpose of the English version of the battery is to assess the language proficiency of all students whose English language proficiency is limited. 

LAB-82, Grade 2

Test Content (Level I, Form A):

Test I: Listening and Speaking: 30 items

Items 1-9

The child is asked to respond verbally o simple commands.

Example: what is his or her name, what color is Gloria’s bus, what is the name of an object printed at on a picture, to whom does an object in a picture belong, etc. The child is also asked to perform some actions such as touching his or her ears, legs, etc.

Items 9-22

Verbal responses about what the child observes on a picture, remembers from past events and imagines on future action are marked for relevance and grammar. For example, the examiner points to a boy painting at the easel and asks “what is this boy doing?”

 The answer is relevant if it describes observed action; it is grammatically correct if it conforms to standard rules of grammar.

Items 23-30
The child submits written responses which conform to his or her correct answer from a selection of one of three pictures depicting some action. Questions address an agent as action, an objet and a relationship.
For example, the examiner asks the child to mark the picture that shows “the boy is painting”; “the man who is running has a flag”, etc.

Test II: reading and Writing: 28 items
Items 1-43. 
The child is asked to mark the correct word (from a list of four words) which appears in writing after the examiner has orally dictated he corresponding word. For example: mark the word ‘me’.”

Items 5-9
The child is asked to mark the picture that corresponds to the word which appears at the onset of a horizontal ordering of pictures (one of which pictures matches the word). 
For example, “read the word next to the house. (house symbolized the item) then mark the picture that goes with that word.”

Items 10-12
The child is shown a picture, then is asked to mark the box next to the sentence that tells about the picture. Three sentences are presented.
For example: “look at the picture of the bird. Mark the box next to the sentence that tells about the bird.”

Items 13-19
The child is shown a picture and a sentence to read. There is a missing word. He or she has to mark the word that best finishes the sentence. The picture illustrates the meaning of the sentence.

For example: Now you read the next sentence to yourself. It has a missing word. Read the words that are in the boxes under that sentence. Find the word taht best finishes the sentence. Mark the box with that word in it. Mark only one box.”

3. Writing (20 items). (test 3): It tests understanding of syntax by having he child choose the answer that best finishes the sentence of best answers the question.

Items 20-28
These items present a similar set of paradigms to the previous ones, except that there is no picture shown. The child has to choose the word that best finishes the sentence from reading the text alone.

For example: the __________ is running.”

                      --  was         -- cat       -- little
         

LAB-82, Grade 3

Test Content: Form A, (Grades 3, 4, 5) Level II

Listening (test 1):

Part I (16 items): tests understanding spoken English by presenting a choice of pictures that best describes a spoken sentence.

Example: A sentence is read aloud by the examiner. The student should find the picture (among a row of three) that best tells what the sentence is about. 

The sentence is : ”This is a bird.” A tree, a bird and a chair are presented in sequence A, B, and C.: B is the answer.

Part II (14 items): tests understanding spoken English by having the child listen to questions and select the right answer from printed and oral presentation of choice words.

Example: A question is read aloud by examiner. The examiner will also read four possible answers which are printed on the exam sheet. The student must mark the correct answer.

“Is it cold today?”

A. Every day.

B. Yes, it is.

C. Once a week.

D. After school.

2. Reading (36 items, 5 reading passages), (test 2) : It tests understanding of text allowing the child to select the missing word in a string from a set of choice words, only one of which makes sense from the context.

Example: The student is asked to read a story. In each story some words are missing. Wherever a word is missing, there is a blank line with a number on it. The student is asked to choose the word that makes the most sense in the blank space.

Mrs. Smith has a baby. A. cry             B. girl

The baby is a _______. C. good

3. Writing (20 items) (test 3): it tests understanding of syntax by having the child choose the answer that best finishes the sentence or best answers the question.

Example: Some sentences with a word missing are shown the student. A list of possible answers are given under each sentence. The best answer must be chose.

“Ruth __________on my street.”

A. house

B. lives

C. his

D. always

4. Speaking (test 4) (oral question and response format): Part I (18 items): base upon picture stimuli, the child must answer questions. His answers are scored for relevance and for grammatically correct responses.

Example: the student is shown four pictures and asked some questions about the pictures on the page. The first picture represents a boy tying his shoe on the steps in front of a door. Any relevant response is cored as correct, such as:

“He is on the steps.”

“In front of a door.”

“on the steps.”

“Outside the house.”

Part II (8items): responses are base entirely upon questions asked by the examiner. No pictorial stimuli are presented.

Example: The student is asked some questions.

“Tell me about someone you like.”

A model correct response:

“He is nice.”

“Fun to play with.”

“Helps me.”