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Article
Adolescent pragmatic skills: A comparison of Latino students in English as a second language and speech and language programs.
Faculty Publications
  • Alejandro E. Brice
  • Judy Montgomery
SelectedWorks Author Profiles:

Alejandro Brice

Document Type
Article
Publication Date
1996
Date Issued
January 1996
Date Available
August 2011
Disciplines
Abstract
The purpose of this study was to compare the pragmatic performance of students from two adolescent groups' students receiving English as a second language (ESL) instruction versus bilingual students receiving speech-language (BSL) therapy. A pragmatics screening scale (i.e., the Adolescent Pragmatics Screening Scale, Brice, 1992a) was used to measure pragmatic performance. The findings of this study indicated that the BSL students differed from the ESL students in expressing themselves, establishing greetings, initiating and maintaining conversations, listening to a speaker, and cueing the listener regarding topic changes. Both groups of students had difficulties regulating others through language. Thus, even language-intact students may have some difficulty acquiring the Euro-American pragmatic feature of language. Academic failure and possible school dropout may result for the BSL students as a result of their difficulties. Implications of this study for the speech-language pathologist and other school professionals are given.
Comments
Abstract only. Full-text article is available through licensed access provided by the publisher. Published in Language, Speech & Hearing Services in Schools, 27(1), 68-81, January 1996. Members of the USF System may access the full-text of the article through the authenticated link provided.
Language
en_US
Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 4.0
Citation Information
Brice, A., & Montgomery, J. (1996). Adolescent pragmatic skills: a comparison of Latino students in English as a second language and speech and language programs. Language, Speech & Hearing Services In Schools, 2768-81.