The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school of a large district in the Dallas-Fort Worth area. Ten students were enrolled in Transitional Bilingual Education (TBE) classes and ten students were enrolled in English as a Second Language (ESL) classes, during the academic year 2004-2005. Oral Reading Fluency (ORF) in English and Spanish were measured over a short-term progress monitoring period (i.e. sixteen consecutive weeks), and over a long-term follow-up period (i.e. nine and twelve months later, respectively). To answer the first research question on the amount and type of growth in English and Spanish ORF demonstrated by the students over time, two main types of analyses were conducted: a) time series analysis of group improvement trends, and b) Analysis of Variance (ANOVA) on individual student slope coefficients. Results from quantitative analyses revealed that both groups of students improved in English reading over time. However, when considering the long-term progress, the TBE group demonstrated a faster rate of improvement in English reading when compared to the ESL group and also to their own Spanish reading. As for the ESL group, the students reached a plateau of performance in Spanish, indicating, at best, minimal skills in the heritage language while continuing to progress in English. To answer the second research question, regarding parents' beliefs on bilingualism and maintenance of the heritage language in their children, semistructured Parents' Interviews (PI) with open-ended questions were conducted. Results from qualitative analyses revealed three major themes: Both sets of parents believed in the connection between the native language and increased life opportunities, the TBE parents affirmed the heritage language as symbol of their cultural identity, and the ESL parents acknowledged their children's native language loss. Findings from this study suggest that students instructed in their native language in the early elementary years appear to have a better chance of maintaining their heritage language over time, when compared to students instructed solely in English.
The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school of a large district in the Dallas-Fort Worth area.
English enjoys a preeminent position today among world languages. However, even the large populations that are proficient in the vocabulary and grammar of English are not equally proficient in the pronunciation of the language. This adult population is the target audience of this book. Based on the RP (Received Pronunciation) model - the most widely understood English pronunciation across the world - this systematically organized and lucidly written text covers the entire range from sound to connected speech, i.e., dialogues, anecdotes, passages and short speeches. The book is in two parts: Part I deals with all important aspects of English pronunciation; Part II comprises a pronouncing dictionary. Intended for adult learners of English, the book chiefly aims at remediation, and most of the practice materials and exercises are given with this end in view. Besides, with the help of numerous listening exercises, the course sharpens the learners' ability to comprehend spoken English with ease, thereby training them to face real-life situations (for example, interviews) with confidence and competence.
When we are learning to speak a second language, we may encounter problems
in several areas, one of them being ... In fact, English language teaching in India
has, for a long time, focused on the reading and writing skills to the exclusion of ...
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This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it.
