This study examined the relation between young English language learners' (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs' ("n" = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary…

A number of studies have shown that approximately one-quarter of children in potentially bilingual environments do not become bilingual. This article explores several key factors that influence the likelihood that a child who has access to interactions in two languages will learn them both. The five factors discussed are input, language status,…

Examined the variables related to U.S. immigrants' long-term attainment in English, their second language (L2), and their native language (L1). Differences in language proficiency among different groups studied were associated with differences in language use, language learning motivation, and cultural identification between the two groups.…

Investigates the relationship between bilingualism and metalinguistic awareness in Puerto Rican Spanish- and English-speaking children. Findings indicate that native language proficiency, as well as the degree of bilingualism, affect metalinguistic awareness, and that these effects interacted with the types of items in the metalinguistic tasks.…

For the monolingual population, research has shown that vocabulary knowledge is closely related to reading achievement. However, the role of vocabulary has not been studied as extensively in the bilingual population. It is important to look at vocabulary to better understand reading achievement in the bilingual population in the United States.…

Investigation of the use of five speech markers in the native and second-language production of French-English bilinguals (N=10) found no quantitative difference in the frequency of occurrence of speech markers between the high (N=5) and low (N=5) fluency speakers, although high-fluency speakers used more progressive than regressive marker types.…

Relative proficiency in Gaelic varies by age in a Highland Scottish region where Gaelic is spoken by a decreasing number of bilinguals in a steadily aging population segment. Although proficiency ranges from full fluency (and Gaelic dominance) to minimal generative skills (and English dominance), there are also deviations at both extremes.…