The Impact of the Spanish-to-English Proficiency Shift on the Grammaticality of English Learners
The Impact of the Spanish-to-English Proficiency Shift on the Grammaticality of English Learners
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DOI：
10.1044/2018_jslhr-l-18-0324
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发表时间：
2019-06-01
影响因子：
2.6
通讯作者：
Davidson, Kevin
中科院分区：
文献类型：
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作者：
Castilla-Earls, Anny;Francis, David;Davidson, Kevin
目的：本研究的总体目的是增强我们对学年期间西班牙语和英语语言发展模式的理解。在这项研究中，我们采用纵向回顾性方法来探讨两组英语学习者 (EL) 中西班牙语和英语的语法话语 (PGU) 百分比的增长：参加纯英语教学的 EL 和参加西英双语教学的 EL。方法：参与者包括 1,080 名 EL。 EL 在幼儿园和二年级之间用西班牙语和英语制作了至少 3 个故事复述。所有故事都经过转录和编码以防止错误，并计算每个故事的 PGU。 结果：在研究开始时，儿童在西班牙语中表现出较高的 PGU，而在英语中表现出较低的 PGU。增长曲线分析表明，英语的 PGU 随着时间的推移而提高，而西班牙语的 PGU 在两个教学组中均有所下降。然而，那些参加双语课程的孩子的西班牙语 PGU 下降速度较慢，英语 PGU 提高速度较慢。到 9 岁时，纯英语课程的儿童的西班牙语 PGU 约为西班牙语的 65%，而双语教学的儿童的西班牙语 PGU 平均为 80%。英语 PGU 的改善是稳定的，仅英语课程的儿童受益的增长速度略有差异。结论：这项研究的结果记录了学年期间语言能力从西班牙语到英语的转变。这项研究提供了两种语言语法水平相对较低的暂时时期的证据，这似乎是熟练程度从西班牙语转向英语的结果。
Purpose: The general aim of this study is to enhance our understanding of the patterns of language growth in Spanish and English during the school years. In this study, we used a longitudinal retrospective approach to explore the growth of the percentage of grammatical utterances (PGU) in both Spanish and English in 2 groups of English learners (ELs): ELs attending English-only instruction and ELs attending Spanish-English bilingual instruction.Method: The participants included 1,080 ELs. ELs produced at least 3 story retells in both Spanish and English between kindergarten and 2nd grade. All stories were transcribed and coded for errors, and PGU was calculated for each story.Results: At the onset of the study, children showed higher PGU in Spanish and lower PGU in English. Growth curve analysis indicated that PGU in English improved over time, whereas PGU in Spanish declined in both instructional groups. However, those children who were in bilingual programs showed a slower rate of decline in Spanish PGU and a slower rate of improvement in English PGU. By the age of 9 years, children in English-only programs had approximately a Spanish PGU of 65% in Spanish, whereas children in bilingual instruction had an average Spanish PGU of 80%. The improvement in English PGU was steady with a small difference in the rate of growth benefiting children in English-only programs.Conclusion: The results of this study document a shift in language proficiency from Spanish to English during the school years. This study offers evidence of a temporary period of relatively low grammaticality in both languages that seems to be the result of a shift in proficiency from Spanish to English.