Article published in:

The Acquisition and Processing of Spanish and Portuguese Morphosyntax: Theoretical and experimental issues
Edited by Rachel Klassen, Anahí Alba de la Fuente, Joanne Markle LaMontagne and Almudena Basanta y Romero-Valdespino
[Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29:2] 2016
► pp. 613–639

Reading comprehension

The role of acculturation, language dominance, and socioeconomic status in cross-linguistic relations

Aline Ferreira | Wilfrid Laurier University

Alexandra Gottardo | University of California Santa Barbara

Christine Javier | University of Greenwich

John W. Schwieter | Seton Hall University

Fanli Jia

The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

Keywords: acculturation, bilingual dominance, reading

Published online: 02 February 2017
https://doi.org/10.1075/resla.29.2.09fer

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