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responses, believe that students can learn two languages at the same
time without ill effect.
Almost all parents (79%) had visited the school once or twice;
five respondents visited weekly or monthly. Eighty-six percent spoke
most frequently with the teacher.
In terms of friendships, the majority of parents (82%) see their
children as having friends with whom they speak more than once a week.
However, few (22%) had school friends who visited the children at home
more than once a week. More than half (53%) used the telephone more
than twice a day. However, 16% used the telephone no more than once or
twice a week, and 27% did not have visits from school friends. Two
students did not talk to school friends at home frequently, less than
once a month, according to parents. The purpose of this group of
questions was to determine if there was a group of students who were
isolated from their peers and did not use either Spanish or English to
communicate. A small group did appear to be somewhat isolated, and were
not achieving well in English or Spanish. There was not significant
statistical correlation between language and behavior patterns for the
group, because these more isolated children were not the only students
who were not achieving in English.
The majority of the females engaged in cleaning chores, the
majority of the males in yard work. Brothers, sisters, and parents
helped with homework. Twenty-six percent stated that no one helped
with the homework.
Television was the source of entertainment of 66% of the students
according to parents. It was selected as such by 43% of the students