Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for FREE ACCESS to this landmark database

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Hispanic Journal of Behavioral Sciences
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Escamilla, K.
Right arrow Articles by Medina, M.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

English and Spanish Acquisition by Limited-Language-Proficient Mexican Americans in a Three-Year Maintenance Bilingual Program

Kathy Escamilla

University of Colorado

Marcello Medina, Jr.

University ofArizona

The primary purpose of this investigation is to ascertain the long-term effect of a maintenance bilingual education program (K-2) on the acquisition of Spanish (L1) and English (L 2) for two principal linguistically homogeneous groups ofMexican-American children who were all limited in English (LEP) as well as Spanish (LSP) proficiency. For purposes of comparative analysis, these program participants were divided into a most-limited-language-proficient group (n = 74) and a limited-language proficient group (n = 113). Although the primary analysis compared L, and L2 acquisition, the second analysis examined changes in oral English and Spanish for the two principal groups at kindergarten and second grade. The most significant overall results related to the additive effects that the MBE program fostered for the two groups'oral L1 and L2.

Hispanic Journal of Behavioral Sciences, Vol. 15, No. 1, 108-120 (1993)
DOI: 10.1177/07399863930151006
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Hispanic Journal of Behavioral SciencesHome page
M. Medina Jr. and K. Escamilla
Language Acquisition and Gender for Limited-LanguageProficient Mexican Americans in a Maintenance Bilingual Program
Hispanic Journal of Behavioral Sciences, November 1, 1994; 16(4): 422 - 437.
[Abstract]