Immigrant and refugee students’ achievement in Vancouver secondary schools: an examination of the common underlying proficiency model

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 t...

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Main Author: Clarke, Debra Kathleen
Format: Others
Language:English
Published: 2009
Subjects:
Online Access:http://hdl.handle.net/2429/5851
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spelling ndltd-UBC-oai-circle.library.ubc.ca-2429-58512018-01-05T17:32:46Z Immigrant and refugee students’ achievement in Vancouver secondary schools: an examination of the common underlying proficiency model Clarke, Debra Kathleen Second language acquisition research Literacy - British Columbia - Vancouver Language acquisition - British Columbia - Vancouver 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 2009-03-10T19:21:16Z 2009-03-10T19:21:16Z 1997 1997-05 Text Thesis/Dissertation http://hdl.handle.net/2429/5851 eng For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. 4506578 bytes application/pdf
collection NDLTD
language English
format Others
sources NDLTD
topic Second language acquisition research
Literacy - British Columbia - Vancouver
Language acquisition - British Columbia - Vancouver
spellingShingle Second language acquisition research
Literacy - British Columbia - Vancouver
Language acquisition - British Columbia - Vancouver
Clarke, Debra Kathleen
Immigrant and refugee students’ achievement in Vancouver secondary schools: an examination of the common underlying proficiency model
description 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
author Clarke, Debra Kathleen
author_facet Clarke, Debra Kathleen
author_sort Clarke, Debra Kathleen
title Immigrant and refugee students’ achievement in Vancouver secondary schools: an examination of the common underlying proficiency model
title_short Immigrant and refugee students’ achievement in Vancouver secondary schools: an examination of the common underlying proficiency model
title_full Immigrant and refugee students’ achievement in Vancouver secondary schools: an examination of the common underlying proficiency model
title_fullStr Immigrant and refugee students’ achievement in Vancouver secondary schools: an examination of the common underlying proficiency model
title_full_unstemmed Immigrant and refugee students’ achievement in Vancouver secondary schools: an examination of the common underlying proficiency model
title_sort immigrant and refugee students’ achievement in vancouver secondary schools: an examination of the common underlying proficiency model
publishDate 2009
url http://hdl.handle.net/2429/5851
work_keys_str_mv AT clarkedebrakathleen immigrantandrefugeestudentsachievementinvancouversecondaryschoolsanexaminationofthecommonunderlyingproficiencymodel
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