How Well Do U.S. High School Students Achieve in Spanish When Compared to Native Spanish Speakers?

Autor/inn/en	Sparks, Richard L.; Luebbers, Julie; Castañeda, Martha E.
Titel	How Well Do U.S. High School Students Achieve in Spanish When Compared to Native Spanish Speakers?
Quelle	In: Foreign Language Annals, 50 (2017) 2, S.339-366 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12268
Schlagwörter	High School Students; Reading Comprehension; Native Speakers; Second Language Learning; Second Language Instruction; Language Proficiency; Criterion Referenced Tests; Listening Comprehension; Vocabulary Development; Writing Skills; Comparative Analysis; Spelling; Academic Achievement; English (Second Language); Surveys; Monolingualism; Literacy Education; Language Tests; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leseverstehen; Muttersprachler; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Hörverständnis; Wortschatzarbeit; Writing skill; Schreibfertigkeit; Schreibweise; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Survey; Umfrage; Befragung; Language test; Sprachtest
Abstract	Foreign language educators have developed measures to assess the proficiency of U.S. high school learners. Most have compared language learners to clearly defined criteria for proficiency in the language (criterion-referenced assessment) or to the performance of other monolingual English speakers (norm-referenced assessment). In this study, the performance of monolingual English students enrolled in first- (n = 293), second- (n = 268), and third-year (n = 51) high school Spanish courses on the Batería III Woodcock-Muñoz Pruebas de aprovechamiento was compared to that of native Spanish speakers, which was normed with native Spanish speakers. Findings showed that after two years of high school Spanish, U.S. students' achievement in Spanish word decoding and spelling was similar to that of native Spanish speakers in the fifth to sixth grades, and their performance in Spanish reading comprehension, vocabulary, listening comprehension, and writing was below that of the average native Spanish speaker in first grade. Third-year students' achievement was somewhat stronger, although more similar to than different from that of the second-year students despite the added instructional time. The results are discussed in light of the U.S. social context in which monolingual English students learn to speak and comprehend a language at the same time as they are learning to read and write the language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01