English Language Proficiency and Bilingual Verbal Ability among Chinese, Dominican, and Haitian Immigrant Students

Autor/in	Paez, Mariela M.
Titel	English Language Proficiency and Bilingual Verbal Ability among Chinese, Dominican, and Haitian Immigrant Students
Quelle	In: Equity & Excellence in Education, 41 (2008) 3, S.311-324 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	English (Second Language); Language Proficiency; Bilingualism; Verbal Ability; Immigrants; Latin Americans; Asians; Elementary School Students; Secondary School Students; Comparative Analysis; Access to Education; Massachusetts + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Mündliche Leistung; Immigrant; Immigrantin; Immigranten; Latin America; People; Lateinamerika; Bevölkerung; Volk; Asian; Asiat; Asiatin; Asiaten; Asiate; Sekundarschüler; Education; Access; Bildung; Zugang; Bildungszugang; Master-Studiengang
Abstract	This article describes English language proficiency and bilingual verbal ability for a sample of 209 students aged 10 to 16 from three immigrant groups--Chinese, Dominican, and Haitian. Sources of data included structured student interviews, parent interviews, and individual language assessments. On average, students' English language proficiency was far below their age and grade level with significant differences among the groups. Estimates of students' language ability improved once their skills in their first language were considered as demonstrated by the bilingual verbal ability scores. Results from this study demonstrate the need to consider both English and first language skills in assessing the language abilities of these students and in promoting educational access and equity for recent immigrants. (Contains 2 tables, 1 figure, and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10