Scholastic Achievement and the Diglossic Situation in a Sample of Primary-School Students in Ceuta

Scholastic Achievement and the Diglossic Situation in a Sample of Primary-School Students in Ceuta

In this paper we have tried to compare, in a sample of Spanish first and second-grade students whose mother tongue is Dhariya, with those of other students of the same level, but whose mother tongue is Spanish, the achievement levels in some functions and skills related to the maturity needed for...

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محفوظ في:
التفاصيل البيبلوغرافية
المؤلف الرئيسي: Roa Venegas, José María
التنسيق: Online
اللغة:spa
eng
منشور في: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2006
الوصول للمادة أونلاين:https://redie.uabc.mx/index.php/redie/article/view/124
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spelling redie-article-1242017-04-19T01:07:07Z Scholastic Achievement and the Diglossic Situation in a Sample of Primary-School Students in Ceuta Rendimiento escolar y “situación diglósica” en una muestra de escolares de educación primaria en Ceuta Roa Venegas, José María Multiculturalism bilingualism scholastic achievement. Multiculturalidad bilingüismo rendimiento escolar. In this paper we have tried to compare, in a sample of Spanish first and second-grade students whose mother tongue is Dhariya, with those of other students of the same level, but whose mother tongue is Spanish, the achievement levels in some functions and skills related to the maturity needed for learning at school. The results showed significant differences between subjects speaking the different vernaculars as a first language. Dhariya-speaking students obtained lower scores on skills such as visual-auditory, memory, elemental concepts and language dysfunctions. We can reasonable assume the importance which conceptual development, so strongly associated with the mastery of the language used, could have on the student’s scholastic achievement. En el presente trabajo se ha pretendido comparar los niveles alcanzados en algunas funciones y habilidades relacionadas con la madurez para el aprendizaje escolar en una muestra de alumnos españoles de Primer Ciclo de Primaria, que tienen el dhariya como lengua materna, y otros alumnos del mismo nivel escolar de lengua castellana. Los resultados han mostrado diferencias significativas entre los sujetos de lenguas vernáculas distintas. Los alumnos de habla dhariya han obtenido puntuaciones más bajas en habilidades tales como: memoria visoauditiva, conceptos elementales y alteraciones del lenguaje. Es posible suponer la importancia que el desarrollo conceptual, tan asociado al dominio de la lengua utilizada, tiene en el rendimiento escolar de un alumno. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2006-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/124 Revista Electrónica de Investigación Educativa; Vol. 8 No. 1 (2006) Revista Electrónica de Investigación Educativa; Vol. 8 Núm. 1 (2006) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/124/1076 https://redie.uabc.mx/index.php/redie/article/view/124/215 https://redie.uabc.mx/index.php/redie/article/view/124/1077 https://redie.uabc.mx/index.php/redie/article/view/124/216 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Roa Venegas, José María
spellingShingle Roa Venegas, José María
Scholastic Achievement and the Diglossic Situation in a Sample of Primary-School Students in Ceuta
author_facet Roa Venegas, José María
author_sort Roa Venegas, José María
title Scholastic Achievement and the Diglossic Situation in a Sample of Primary-School Students in Ceuta
title_short Scholastic Achievement and the Diglossic Situation in a Sample of Primary-School Students in Ceuta
title_full Scholastic Achievement and the Diglossic Situation in a Sample of Primary-School Students in Ceuta
title_fullStr Scholastic Achievement and the Diglossic Situation in a Sample of Primary-School Students in Ceuta
title_full_unstemmed Scholastic Achievement and the Diglossic Situation in a Sample of Primary-School Students in Ceuta
title_sort scholastic achievement and the diglossic situation in a sample of primary-school students in ceuta
description In this paper we have tried to compare, in a sample of Spanish first and second-grade students whose mother tongue is Dhariya, with those of other students of the same level, but whose mother tongue is Spanish, the achievement levels in some functions and skills related to the maturity needed for learning at school. The results showed significant differences between subjects speaking the different vernaculars as a first language. Dhariya-speaking students obtained lower scores on skills such as visual-auditory, memory, elemental concepts and language dysfunctions. We can reasonable assume the importance which conceptual development, so strongly associated with the mastery of the language used, could have on the student’s scholastic achievement.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2006
url https://redie.uabc.mx/index.php/redie/article/view/124
_version_ 1715723508260012032

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