ERIC Number: EJ921718
Record Type: Journal
Publication Date: 2011-Mar
Pages: 3
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: N/A
Confounds in Assessing the Associations between Biliteracy and English Language Proficiency
Proctor, C. Patrick; Silverman, Rebecca D.
Educational Researcher, v40 n2 p62-64 Mar 2011
It has long been theorized, if not exhaustively researched, that bilingualism and biliteracy are beneficial in promoting linguistic and academic gains; but the operationalization of these constructs is confounding. In the current study, the authors worked with 118 Spanish-English bilingual Latina/o students and investigated whether Spanish-English biliteracy (vs. English monoliteracy) was associated with stronger performance on three English metalinguistic measures. Results indicated an effect of biliteracy on these measures; however, English predictors were confounded with the biliteracy indicator, making results difficult to interpret. The authors argue that new measures that tap bilingualism and biliteracy as a single construct are necessary to move the field forward. (Contains 1 note and 2 tables.)
Descriptors: Language Proficiency, Bilingualism, Literacy, Correlation, English (Second Language), Second Language Learning, Achievement Gains, Academic Achievement, Spanish, Hispanic American Students, Metalinguistics, Predictor Variables, Measures (Individuals), Language Tests, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A090152