| Summary: | The purpose of this study was to investigate the effect of first language
literacy and educational backgrounds on literacy and academic performance in a
second language and, to learn more about students' perceptions of their linguistic,
academic and social development in schooling in which the language of instruction
is English.
Fifty-five students were selected from seven high schools in the Vancouver
School District, Vancouver, British Columbia. Information about students' first
language (L1) literacy and educational experiences, including previous instruction
in English was obtained on arrival. Proficiency in second language (L2) reading
and first and second language writing was observed on arrival and in the spring of
1996, after a minimum of four years of English-only schooling, using standardized
and holistic measures. Grade Point Averages (GPA) were calculated for students'
achievement in four academic subjects. Analysis by ANOVA showed a significant
difference in the length of time spent in ESL due to years of previous English study
(F (7,43) = 4.26, p = .0012). Pearson product-moment correlation coefficients were
calculated to observe relationships between L1 literacy and time spent in ESL, L1
education and time spent in ESL, and L2 reading and writing and achievement in
English, social studies, science and math. Significant relationships were found
between proficiency in L2 reading and writing and academic achievement, as
measured by GPA. Significant findings were also obtained for L1 literacy and time
spent in ESL (-.33, p < .05). Orthographic similarity was not a predictor of L2
reading, as measured on a standardized test of reading comprehension (t = .105, p =
.747).
Results of the study showed that L1 literacy development, L1 schooling, and
previous English study enhanced acquisition of English, as measured by time spent
in ESL. The researcher concluded that L1 literacy and education are important
factors affecting the rate and level of L2 proficiency attained and academic
achievement. Implications from findings suggest that in schooling where the
language of instruction is English, students who have not acquired literacy skills in
L1 have different needs and face a greater challenge than students who are literate
in L1 . === Education, Faculty of === Language and Literacy Education (LLED), Department of === Graduate
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