Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.

Detalhes bibliográficos
Autor(a) principal: Figueiredo, Sandra
Data de Publicação: 2016
Outros Autores: Martins, Maria Margarida Alves d'Orey, Silva, Carlos Fernandes da
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11144/3483
Resumo: Heritage language speakers struggle in European classrooms with insufficient material provided for second language (SL) learning and assessment. Considering the amount of instruments and pertinent studies in English SL, immigrant students are better prepared than their peers in Romance language settings. This study investigates how factors such as age and home language can be used in the teaching environment to predict and examine the development outcomes of SL students in verbal reasoning and vocabulary tasks. Hundred and six Portuguese participants, SL learners, between 8 and 17 years old, were assessed in vocabulary frequency, verbal analogies and morphological extraction tasks. In alphabetic languages (Romance languages), immigrant students (in a SL learning situation) with a strong linguistic distance (a home language with a very different orthographic foundation) are expected to struggle in language learning in spite of being aware of strategies that can improve their skills. The storage and combination of morphemes can be a demanding task for individual speakers at different levels. Cognitive mapping is strongly based on linguistic features of L1 development. Results show that home language, not age, was a significant predictor of variation in student’s outcomes. Speakers of alphasyllabary languages (Indo-Aryan languages as L1) were the poorest performers, the ‘linguistic distance’ of their languages explaining the performance’ results
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spelling Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.Second language educationimmigrant students’ profilesinfluence of home languagesdiagnostic evaluationHeritage language speakers struggle in European classrooms with insufficient material provided for second language (SL) learning and assessment. Considering the amount of instruments and pertinent studies in English SL, immigrant students are better prepared than their peers in Romance language settings. This study investigates how factors such as age and home language can be used in the teaching environment to predict and examine the development outcomes of SL students in verbal reasoning and vocabulary tasks. Hundred and six Portuguese participants, SL learners, between 8 and 17 years old, were assessed in vocabulary frequency, verbal analogies and morphological extraction tasks. In alphabetic languages (Romance languages), immigrant students (in a SL learning situation) with a strong linguistic distance (a home language with a very different orthographic foundation) are expected to struggle in language learning in spite of being aware of strategies that can improve their skills. The storage and combination of morphemes can be a demanding task for individual speakers at different levels. Cognitive mapping is strongly based on linguistic features of L1 development. Results show that home language, not age, was a significant predictor of variation in student’s outcomes. Speakers of alphasyllabary languages (Indo-Aryan languages as L1) were the poorest performers, the ‘linguistic distance’ of their languages explaining the performance’ resultsRoutledge2018-03-15T10:13:46Z2016-01-01T00:00:00Z20162018-03-12T23:43:35Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11144/3483eng1479-07181747-753010.1080/14790718.2015.1079204Figueiredo, SandraMartins, Maria Margarida Alves d'OreySilva, Carlos Fernandes dainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-11T02:23:34Zoai:repositorio.ual.pt:11144/3483Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:34:44.765083Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.
title Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.
spellingShingle Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.
Figueiredo, Sandra
Second language education
immigrant students’ profiles
influence of home languages
diagnostic evaluation
title_short Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.
title_full Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.
title_fullStr Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.
title_full_unstemmed Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.
title_sort Second language education context and home language effect: language dissimilarities and variation in immigrant students’ outcomes.
author Figueiredo, Sandra
author_facet Figueiredo, Sandra
Martins, Maria Margarida Alves d'Orey
Silva, Carlos Fernandes da
author_role author
author2 Martins, Maria Margarida Alves d'Orey
Silva, Carlos Fernandes da
author2_role author
author
dc.contributor.author.fl_str_mv Figueiredo, Sandra
Martins, Maria Margarida Alves d'Orey
Silva, Carlos Fernandes da
dc.subject.por.fl_str_mv Second language education
immigrant students’ profiles
influence of home languages
diagnostic evaluation
topic Second language education
immigrant students’ profiles
influence of home languages
diagnostic evaluation
description Heritage language speakers struggle in European classrooms with insufficient material provided for second language (SL) learning and assessment. Considering the amount of instruments and pertinent studies in English SL, immigrant students are better prepared than their peers in Romance language settings. This study investigates how factors such as age and home language can be used in the teaching environment to predict and examine the development outcomes of SL students in verbal reasoning and vocabulary tasks. Hundred and six Portuguese participants, SL learners, between 8 and 17 years old, were assessed in vocabulary frequency, verbal analogies and morphological extraction tasks. In alphabetic languages (Romance languages), immigrant students (in a SL learning situation) with a strong linguistic distance (a home language with a very different orthographic foundation) are expected to struggle in language learning in spite of being aware of strategies that can improve their skills. The storage and combination of morphemes can be a demanding task for individual speakers at different levels. Cognitive mapping is strongly based on linguistic features of L1 development. Results show that home language, not age, was a significant predictor of variation in student’s outcomes. Speakers of alphasyllabary languages (Indo-Aryan languages as L1) were the poorest performers, the ‘linguistic distance’ of their languages explaining the performance’ results
publishDate 2016
dc.date.none.fl_str_mv 2016-01-01T00:00:00Z
2016
2018-03-15T10:13:46Z
2018-03-12T23:43:35Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/11144/3483
url http://hdl.handle.net/11144/3483
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1479-0718
1747-7530
10.1080/14790718.2015.1079204
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Routledge
publisher.none.fl_str_mv Routledge
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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