Investigating Transfer of Academic Proficiency among Trilingual Immigrant Students: A Holistic Tri-Directional Approach

Autor/in	Haim, Orly
Titel	Investigating Transfer of Academic Proficiency among Trilingual Immigrant Students: A Holistic Tri-Directional Approach
Quelle	In: Modern Language Journal, 99 (2015) 4, S.696-717 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12278
Schlagwörter	Second Language Learning; Multilingualism; Holistic Approach; Immigrants; Grade 11; Secondary School Students; English (Second Language); Russian; Semitic Languages; Reading Comprehension; Writing Skills; Questionnaires; Predictor Variables; Age Differences; Gender Differences; Socioeconomic Status; Language Proficiency; Academic Achievement + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Holistischer Ansatz; Immigrant; Immigrantin; Immigranten; School year 11; 11. Schuljahr; Schuljahr 11; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Russisch; Arabisch; Hebräisch; Leseverstehen; Writing skill; Schreibfertigkeit; Fragebogen; Prädiktor; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Language skill; Language skills; Sprachkompetenz; Schulleistung
Abstract	The study addresses the degree of transfer of literacy dimensions of academic proficiency (AP), that is, reading comprehension and writing, across three languages--Russian (L1), Hebrew (L2), and English (L3)--and investigates whether a common conceptual source underlies the linguistic and cognitive operations of the trilingual learner (Grosjean, 1985). The sample included 274 Russian-speaking 11th graders studying Hebrew (L2) and English (L3). The instruments for assessing AP were (a) an L1 writing task and "can do" questionnaire and (b) AP tests in L2 and L3. Questionnaires were administered to gather information about the participants' background variables. The results indicate interdependence of AP across the 3 languages. AP in L1 contributed significantly to the prediction of AP performance in L2 and L3 independent of interaction with arrival age, gender, and socioeconomic status. Reading comprehension and writing in Hebrew (L2) significantly predicted performance on the parallel measures in English (L3). L3 writing proved to be a better predictor of AP in L2 compared to L3 reading comprehension and predicted not only L2 writing but also L2 reading. The results indicate that the Interdependence Hypothesis transpires in the context of 3 languages and can be interpreted to comply with holistic views of bi/trilingualism (Cummins, 2008; Jessner, 2008c). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01