Using Multiple Regression To Predict Minority Children's Second Language Performance  

Oleh:

Fazio, Lucy L. ; Stevens, Florence

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 15 no. 4 (Dec. 1994), page 421-441.
Fulltext: Vol 15, 4, p 421-441.pdf (1.22MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/15 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This study examined the influence of several variables (supplementary mother tongue instruction, the child's length of residence in the host country, self esteem, and schools) on the French oral comprehension and expression of minority language children in Montreal. One hundred and thirty-seven elementary-level, first generation immigrant children, representing 18 different mother tongues and 36 different countries of birth, took part in the study. Results indicate that supplementary mother-tongue instruction did not significantly predict language performance. This finding, rather than a negative pronouncement on mother-tongue instruction, is more likely a reflection of the quality and type of variable under investigation. Schools and length of residence were both positive predictors of comprehension and expression; self esteem significantly predicted expression, but not comprehension. The reported findings have implications for classroom educators and school authorities who are overseeing the education of rapidly growing numbers of minority language children being educated in a language which is not their mother tongue.

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