The Development of Oral Ability in L2 Spanish by English-Home Language Learners in a TWI Program

Autor/in	Ruiz-Funes, Marcela T.
Titel	The Development of Oral Ability in L2 Spanish by English-Home Language Learners in a TWI Program
Quelle	In: Foreign Language Annals, 53 (2020) 1, S.96-127 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12442
Schlagwörter	Oral Language; Spanish; Native Language; Second Language Learning; Longitudinal Studies; Rural Areas; English; Kindergarten; Grade 2; Grade 5; Elementary School Students; Speech Communication; Student Evaluation; Language Tests; Bilingual Education Programs; Immersion Programs; Rating Scales; Discourse Analysis; Code Switching (Language); Second Language Instruction; Skill Development + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Spanisch; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rural area; Ländlicher Raum; English language; Englisch; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Schulnote; Studentische Bewertung; Language test; Sprachtest; Immersionsprogramm; Rating-Skala; Diskursanalyse; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This study reports on a small-scale, longitudinal investigation on L2 Spanish oral development by English-home language (EHL) learners in an English/Spanish Two-Way Immersion (TWI) program in rural, eastern United States. It examined EHL learners' oral ability in L2 Spanish based on longitudinal assessment data from Kindergarten, Grade 2, and Grade 5 in two ways: (a) ratings of students' speech samples and (b) linguistic analysis of the speech samples. Ratings of the students' speech samples were elicited with the SOPA/COPE rating scale and the FLOSEM. In addition, linguistic analyses of the speech samples were performed quantitatively and qualitatively. Findings indicate steady progress from one grade level to the next, along with a marked use of codemixing in Grades 2 and 5. This article provides empirical evidence to inform curriculum design, identify areas in need of future research, and reexamine L2 oral assessment tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01