Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

Autor/inn/en	Phillips Galloway, Emily; Uccelli, Paola; Aguilar, Gladys; Barr, Christopher D.
Titel	Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners
Quelle	In: AERA Open, 6 (2020) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Contrastive Linguistics; Spanish; Academic Language; Language Skills; English (Second Language); Second Language Learning; Bilingual Education Programs; Grade 4; Grade 5; Elementary School Students; Interdisciplinary Approach; Syntax; Reading Comprehension; Correlation; Transfer of Training; Second Language Instruction; Metalinguistics; Student Characteristics; Reading Tests; Scores; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Linguistics; Kontrastive Linguistik; Spanisch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leseverstehen; Korrelation; Training; Transfer; Ausbildung; Fremdsprachenunterricht; Metalanguage; Metasprache; Lesetest
Abstract	In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an interpretation of linguistic interdependence between Spanish and English academic language skills, results document their cross-linguistic contribution to reading comprehension for students enrolled in educational programs that foster literacy and content learning regularly in two languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01