How Well Do U.S. High School Students Achieve in Spanish When Compared to Native Spanish Speakers
Bibliographic Data
| ID | 8936656 |
|---|---|
| Authors | Richard L Sparks (0000-0001-8856-9880, Mt. St. Joseph University, corresponding author), Julie Luebbers (Thomas More University), Martha E Castañeda (0000-0003-1312-3969, Miami University) |
| Year | 2017 |
| Volume | 50 |
| Issue | 2 |
| Pages | 339-366 |
| Publication date | 2017-05-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12268 |
| OpenAlex | W2610429434 |
| Language | EN |
| Citations received | 13 |
| References cited | 32 |
Foreign language educators have developed measures to assess the proficiency of U.S. high school learners. Most have compared language learners to clearly defined criteria for proficiency in the language (criterion‐referenced assessment) or to the performance of other monolingual English speakers (norm‐referenced assessment). In this study, the performance of monolingual English students enrolled in first‐ (n = 293), second‐ (n = 268), and third‐year (n = 51) high school Spanish courses on the Batería III Woodcock‐Muñoz Pruebas de aprovechamiento was compared to that of native Spanish speakers, which was normed with native Spanish speakers. Findings showed that after two years of high school Spanish, U.S. students’ achievement in Spanish word decoding and spelling was similar to that of native Spanish speakers in the fifth to sixth grades, and their performance in Spanish reading comprehension, vocabulary, listening comprehension, and writing was below that of the average native Spanish speaker in first grade. Third‐year students’ achievement was somewhat stronger, although more similar to than different from that of the second‐year students despite the added instructional time. The results are discussed in light of the U.S. social context in which monolingual English students learn to speak and comprehend a language at the same time as they are learning to read and write the language
Active listening · Context (archaeology · First language · Foreign language · Language proficiency · Linguistics · Listening comprehension · Mathematics education · Reading (process · Reading comprehension · Spelling · Vocabulary · Communication · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Reading and Literacy Development
For US Students, L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too
Disability and foreign language learning
The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities
Adolescent word reading in English as a foreign language
Extending the Simple View of Reading in Second and Foreign Language Learning
Unpacking the Relation Between Oral Language and Written Composition
Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers
Foreign Language Learning and Learning Disabilities
Why reading is a challenge for U.S. L2 learners
From learner to teacher assistant
Individual differences in L2 achievement mirror individual differences in L1 skills and L2 aptitude
Exploring the effects of foreign language instructional practices on student proficiency development
The Role of Context in Learning to Read Languages That Use Different Writing Systems and Scripts
Learning Vocabulary in Another Language
Learning to Read Across Languages
The simple view of reading
Decoding and Reading Comprehension
Investigating differences in general comprehension skill.
Reading Comprehension Tests Vary in the Skills They Assess
Bilingualism, Biliteracy, and Learning to Read
Reading Ability
Decoding, Reading, and Reading Disability
Reading development and dyslexia in a transparent orthography
Factor structure of the revised Toeic ® test
Words as Tools
Learner Performance in Mandarin Immersion and High School World Language Programs
Listening and Reading Proficiency Levels of College Students
Language Deficits in Poor L2 Comprehenders
Partner‐Language Learning Trajectories in Dual‐Language Immersion
Converting Data to Knowledge
Study Abroad
Examining the Simple View of Reading Model for United States High School Spanish Students
L2 Reading Comprehension and Its Correlates
| Unique citing works | 13 |
|---|---|
| Citations per year | 1,63 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |