Oral Language Skills of Spanish-Speaking English Language Learners: The Impact of High-Quality Native Language Exposure

Autor/inn/en	Gamez, Perla B.; Levine, Susan C.
Titel	Oral Language Skills of Spanish-Speaking English Language Learners: The Impact of High-Quality Native Language Exposure
Quelle	In: Applied Psycholinguistics, 34 (2013) 4, S.673-696 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716411000919
Schlagwörter	Spanish Speaking; English Language Learners; Linguistic Input; Oral Language; Native Language; Language Proficiency; Transitional Programs; Bilingual Education Programs; Kindergarten; Correlation; Syntax; Language Usage; Bilingual Teachers; Scores; English (Second Language); Second Language Learning; Expressive Language; Skill Development; Hierarchical Linear Modeling; Psycholinguistics; Vocabulary; Woodcock Language Proficiency Battery + Suchen Sie Ihr Suchwort? Sprachbildung; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Korrelation; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Psycholinguistik; Wortschatz
Abstract	This study examined the relation between young English language learners' (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs' ("n" = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary subtests of the Woodcock Language Proficiency Battery-Revised. Samples of transitional bilingual education teachers' ("n" = 21) speech were recorded and coded for syntactic complexity and vocabulary usage. Results revealed considerable variation in ELLs' language scores, with overall performance below the normative sample. There was also wide variation in teachers' speech across classrooms. Hierarchical linear modeling revealed that gains in ELLs' expressive language skills were positively related to the diversity of teachers' vocabulary and teachers' syntactic complexity. These findings suggest that the quality of teachers' language input, not just the quantity of their input, plays a significant role in the language learning trajectories of ELLs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10