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| 14782 |
Preservice Teachers' Learning of Multiculturalism in a Teacher Education Program
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| 14783 |
The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers
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Abstract:
Doctor of Philosophy ; Curriculum and Instruction Programs ; Michael F. Perl ; It has long been believed that how well one reads and writes in his/her first language will help a learner when trying to read and write in a second language. In an attempt to explore this issue more thoroughly, the researcher administered the Spanish Idea Proficiency Test (IPT) and the English Idea Proficiency Test form 3B, along with a questionnaire obtaining specific demographic data (first semester second language grade, grade point average, gender, grade in school, number of semesters studied the second/foreign language, and the number of languages the student had studied) to 96 Kansas high school students (48 Native Spanish speakers learning English in an English as a second language environment; 48 Native English speakers learning Spanish in a foreign language setting). First, the researcher wanted to determine if first language literacy skills, along with demographic data, predicted second language proficiency scores. Using the 5 reading subscales and the 3 writing subscales from the IPT, as well as the 6 variables from the demographic data, a multiple linear regression was run, along with regressions for each subgroup. It was determined that the 14 variables accounted for 83% of the variance. Second, the researcher wanted to determine the nature of the relationship between first language literacy skills and second language literacy skills. To this end, several Pearson’s r were figured. While a negative relationship for the first and second language proficiency scores was found, a slight positive relationship was found between the first and second language scores for the two subgroups. Additionally, a significantly positive relationship was found for first and second language reading and writing proficiency scores for the native Spanish speakers. Also, a significant positive relationship was found for first semester second language grade and second language reading scores for native English speakers. Third, the researcher wanted to determine if there was a difference between the two subgroups’ second language proficiency scores when controlling for the length of time studied. When an ANCOVA was conducted, there was found to a significant difference between the proficiency scores of the two subgroups, with the native Spanish speakers having a higher mean.
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Keyword:
Bilingual and Multicultural (0282); Bilingual education; Biliteracy; Developmental Interdependence Hypothesis; Education; English as a Second Language; Foreign language learners; Language and Literature (0279); Reading (0535); Second language learners
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URL: http://hdl.handle.net/2097/224
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| 14784 |
The process of the implementation of a dual language program in an elementary school in southwest Kansas
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| 14785 |
¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study
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| 14786 |
Ils ont trouvé une langue commune: L’identité communautaire par l’education bilingue
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| 14788 |
[John Tower Speech on Latino American Education, Health, and Employment given to LULAC Convention in Texas, 19uu]
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| 14789 |
American Sign Language and Early Literacy: Research as Praxis
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| 14790 |
"Sometimes children can be smarter than grown-ups": Re/constructing identities with plurilingual students in English-medium classrooms
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| 14791 |
Critical Mass and Insecurity in Minority Language Policy
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| 14792 |
Perspectives on Quality in Minority Education in China: The Case of Sunan Yughur Autonomous County, Gansu
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| 14793 |
Identity and Biliteracy Development: A Case Study in an English/Mandarin Transitional Bilingual Education Program
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| 14795 |
Bilingual Multicultural Education Support Team
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In: ZIM CSWR Pict Colls PICT 2013-005
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| 14796 |
Conceptualising Integration in CLIL and Multilingual Education: reseña
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| 14797 |
Irakaskuntza eleanitza aurrera eramateko jarraibideak lehen hezkuntzan
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