ERIC Number: EJ790123
Record Type: Journal
Publication Date: 2007
Pages: 10
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0013-1172
EISSN: N/A
Canonical Correlation of Elementary Spanish Speaking English Language Learners Entry Characteristics to Current English Language Status
Johnson, Todd E.
Education, v127 n3 p400-409 Spr 2007
The purpose of this study was to understand the relationship of student entry data to current English language learning status. District-level data was obtained for 1,942 K-5 native Spanish-speaking elementary-level students administered the oral Spanish and English Language Assessment Scale (Pre-LAS). Canonical correlation analysis was used to explore the relationship between student entry characteristics and current English language status. Results support that the higher an entry English score the shorter time a student will be in the program and entry Spanish score appears to play only a small role regarding time in program, but plays a more positive role in understanding current English language level. However, explained variance by the variables of the two sets of variates was only 9.1% to time in program and 1.5% regarding current English language level status. Discussion regarding the statistical and practical significance of these findings for educators is provided. (Contains 2 tables.)
Descriptors: Second Language Learning, Multivariate Analysis, Correlation, Spanish Speaking, English (Second Language), Elementary School Curriculum, Statistical Surveys, Data Interpretation, Comparative Testing, Grade 5, Time on Task, Knowledge Level
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/education.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A