Characteristics of the Spanish grammar and sociolinguistic proficiency of dual immersion graduates
Dual immersion schools in the United States, which combine native Spanish speakers and students learning Spanish as an L2, encourage English development while promoting Spanish learning. However, relatively little is known about the levels of Spanish attained by dual immersion graduates. This case study describes the performance on a number of measures of a graduating class at a Spanish-English dual immersion school. It analyzes their proficiency in speaking, reading and writing, their production of three grammatical forms, and their ability to identify and produce appropriately polite Spanish. Heritage Spanish speakers evidenced fairly strong Spanish systems. L2 Spanish learners scored low on several measures, but overall could communicate their ideas. Several recommendations are offered for immersion classroom pedagogy.
Keywords: heritage speakers, immersion, second language acquisition
Published online: 06 December 2007
Cited by 15 other publications
Briceño, Allison, Claudia Rodriguez-Mojica & Eduardo Muñoz-Muñoz
Elola, Idoia & Ariana Mikulski
Fernández-Dobao, Ana & Julia Herschensohn
Menke, Mandy R.
Menke, Mandy Renee
MIKULSKI, ARIANA M.
Pratt, Kristen L. & Gisela Ernst-Slavit
Rodríguez Tamayo, Ilba Yaneth & Lina María Tenjo-Macías
Ruiz‐Funes, Marcela T.
Young, Amy I.
Young, Amy I. & Diane J. Tedick
This list is based on CrossRef data as of 07 november 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.