Self-Assessment of Linguistic Skills by Bilingual Hispanics

Delgado, Pedro Benito Avero; Guerrero, Gabriela; Goggin, Judith P.; Ellis, Barbara B.

doi:10.1177/0739986399211003

Cited by 66 publications

(66 citation statements)

References 33 publications

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“…In a large Hispanic sample, correlations between self-rated and objectively assessed proficiency were .46 for L2 and .61 for LI. Similar results have been reported by Delgado et al (1999). Although other types of biases and response sets might still have operated to compromise the validity of the LI self-ratings in the present study, the results of multitrait-multimethod (MTMM) analyses reported by Guglielmi (2008), as well as the evidence presented earlier in this article about the reliability and validity of the LI proficiency measure provide some reassurance about the usefulness of those ratings.…”

Section: Limitations Of the Studysupporting

confidence: 89%

Math and science achievement in English language learners: Multivariate latent growth modeling of predictors, mediators, and moderators.

Guglielmi¹

2012

Journal of Educational Psychology

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The effectiveness of various strategies for educating the growing U.S. population of English language leamers (ELLs) has attracted a great deal of controversy. Bilingual education theory posits that retention and continued development of native language (LI) skills facilitate academic achievement through two mediating mechanisms. First, LI proficiency promotes second language (L2) acquisition, which is required to succeed academically. Second, competence in the heritage language positively influences academic achievement by maintaining self-esteem. Both of these meditational chains were tested in a multivariate latent growth model of longitudinal data from the National Education Longitudinal Study (NELS:88/2000). LI proficiency was specified to predict distal math and science outcomes through its association with both L2 literacy and self-esteem. In tum, academic self-concept was hypothesized to mediate the self-esteem-academic achievement relation. Home and school characteristics were included as covariates. The full model exhibited excellent fit only in the Hispanic portion of the ELL sample. Consistent with the broader literature, ethnicity appears to serve as an important moderator of the way native language proficiency relates to self-perception, L2 acquisition, and math and science achievement.

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Section: Limitations Of the Studysupporting

confidence: 89%

Math and science achievement in English language learners: Multivariate latent growth modeling of predictors, mediators, and moderators.

Guglielmi¹

2012

Journal of Educational Psychology

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“…62 There are, to be sure, typical differences between native and non-native competence, verified in research that heeds other distinctions. For instance, Delgado et al 1999 find their subjects to be better at the oral mode in their native language, while they may be better at the written mode in a second language. Cf., however, § 3.3.1.1.1.…”

Section: The Language Competence Quotientmentioning

confidence: 99%

“…This is the exact opposite of what Taylor (1988:153) claims for Chomskyan competence.-It is an interesting issue to what extent a person is aware of the relativity of his language competence and can even assess his own competence in a particular language correctly. The issue is addressed in Delgado et al 1999. The first question is answered with a clear 'yes' for both native and second languages, while the second question receives a mixed and problematic answer in that study.…”

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confidence: 99%

Linguistic competence: Theory and empiry

Lehmann¹

2007

Folia Linguistica

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Christian Lehmann University of Erfurt AbstractLanguage competence has sometimes been used as an idealized notion which somehow embodies the collective knowledge of a speech community in the person of an ideal speaker-hearer. However, the basic notion is the competence of an individual in a language. If the language in question is not the native language, it is taken for granted that the person may be proficient in the language to some degree. The standard is then generally set by native competence. However, native competence is itself a matter of degree. Consequently, objective criteria are required by which one may assess the competence of a person in one or more languages by a common standard. This presupposes a notion of 'linguistic competence' which has empirical import. The paper tries to articulate a concept of linguistic competence which can be converted into language tests. A test was devised on this basis and administered to groups of native and non-native speakers of German. The results of the experiment suggest that there is no difference in principle between native and foreign language competence, whether on theoretical or empirical grounds.

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“…They further argue, as many others (e.g. Delgado et al 1999;Dö rnyei 2007;Lemmon and Goggin 1989;McKinney and Priestly 2004), that, methodologically, the heavy reliance on questionnaires leads to a number of problems, including the distillation of complex issues and experiences into a limited number of assessable constructs; the assumption that all informants will equally understand and engage with the concepts/constructs assessed via a questionnaire (e.g. equally 'understanding' references to 'culture', 'identity'); and the 'over-reliance' on subjective evaluations, which may not reflect actual performance or account for the variables which influence language use in reality (e.g.…”

Section: 'Identity' As a Key Variablementioning

confidence: 93%

The value of adopting multiple approaches and methodologies in the investigation of Ethnolinguistic Vitality

McEntee-Atalianis

2011

Journal of Multilingual and Multicultural Development

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The concept of 'Ethnolinguistic Vitality' (EV) has received variable acceptance and support since its introduction by Giles, Bourhis, and Taylor. It has especially proven to be a valuable heuristic in studies of language maintenance and shift. However, the reliability and validity of the instruments used to investigate EV, especially questionnaires used to test subjective vitality, have proven to be more problematic. This position paper introduces some of the issues that have been considered as difficult in the conceptualisation, investigation and application of EV and will suggest possible areas for further development. Drawing on a study of language attitudes, shift and the EV of the Greek-Orthodox community in Istanbul, this paper argues that there is much to recommend the tripartite conceptualisation of the EV framework in assessing both subjective and objective vitality via quantitative and qualitative methods. It further argues that studies of EV can be enriched by the use of ethnographic/observational approaches and discourse analytic frameworks, particularly when investigating hybridity. The adoption of both etic and emic approaches facilitates a more detailed engagement with key constructs. The latter will benefit the study of EV and potentially facilitate a rapprochement between researchers from different disciplines.

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Self-Assessment of Linguistic Skills by Bilingual Hispanics

Cited by 66 publications

References 33 publications

Math and science achievement in English language learners: Multivariate latent growth modeling of predictors, mediators, and moderators.

Math and science achievement in English language learners: Multivariate latent growth modeling of predictors, mediators, and moderators.

Linguistic competence: Theory and empiry

The value of adopting multiple approaches and methodologies in the investigation of Ethnolinguistic Vitality

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