The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners

Autor/inn/en	Alt, Mary; Arizmendi, Genesis D.; DiLallo, Jennifer N.
Titel	The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners
Quelle	In: Language, Speech, and Hearing Services in Schools, 47 (2016) 4, S.313-323 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2016_LSHSS-15-0036
Schlagwörter	Socioeconomic Status; Personal Narratives; Story Telling; English Language Learners; Kindergarten; Grade 2; Elementary School Students; Parent Background; Comparative Analysis; Regression (Statistics); Mothers; Predictor Variables; Vocabulary; Syntax; Spanish; Language Usage + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Erlebniserzählung; School year 02; 2. Schuljahr; Schuljahr 02; Elternhaus; Regression; Regressionsanalyse; Mother; Mutter; Prädiktor; Wortschatz; Spanisch; Sprachgebrauch
Abstract	Purpose: We examined the relationship between maternal level of education as an index of socioeconomic status (SES) on the narrative story retells of school-aged children who are English language learners (ELLs) to guide interpretation of results. Method: Using data available from the Systematic Analysis of Language Transcripts database (Miller & Iglesias, 2012), we were able to compare the language samples of 907 ELL students in kindergarten and 2nd grade whose parents had different levels of education. We used a simple linear regression to see if maternal level of education was predictive of measures of vocabulary, syntax, and narrative structure in Spanish and English narrative story retells. Results: There were no differences in language measures between children from different SES backgrounds for the Spanish language samples. There were differences with the English language samples in four of the five measures for the kindergarten sample and only three of five measures for the older children, with a smaller percentage of the variance explained. Conclusion: Despite common knowledge that SES has a negative influence on language, the actual influence on the narrative productions of school-aged ELLs was less than anticipated for English and absent for Spanish. The implications for assessment are discussed and concluded. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01