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Article
Language transfer: First (L1) and second (L2) proficiency of bilingual adolescent students.
Faculty Publications
  • Alejandro E. Brice
  • Yolanda Rivero
SelectedWorks Author Profiles:

Alejandro Brice

Document Type
Article
Publication Date
1996
Date Issued
1996-01-01
Date Available
2016-07-12
Disciplines
Abstract
This study was conducted in three middle schools located at a large urban school district in southeast Florida of the United States. The schools selected have programmes which are designed to draw students who require special instruction in English as a second language (ESL). A total of 89 ESL students in middle grades 6, 7, and 8 were tested with the Spanish and English versions of the Language Assessment Battery (LAB) test, Level Ill (6-8) to measure differences in the level of first and second language achievement. Thirty-three students had been receiving ESL instruction for one year, 25 students had been in the programme for two years, and the remaining 31 students had been ESL students for three or more years. Quantitative results indicated that the higher grade level students performed better than the lower grade students. Test results did not demonstrate a strong relationship between achievement in L1 and L2. The only skill which seemed to transfer readily was reading. Qualitative results revealed a ~light trend toward increased English proficiency. Test results also indicated that Spanish language maintenance is occurring among subjects in this sample.
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Language
en_US
Publisher
University of Stellenbosch, Department of English
Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 4.0
Citation Information
Brice, A.E. & Rivero, Y. (1996). Language transfer: First (L1) and second (L2) proficiency of bilingual adolescent students. Per Linguam, 12(2), 1-16. doi: 10.5785/12-2-202