Effects of home language practices on academic achievement of simultaneous language learners

Includes bibliographical references (pages 63-68)This research project focused on conducting an analysis of home factors that may influence language development and academic achievement among simultaneous English language learners (ELLs). Multiple sources of data were gathered for eight second-grade students from a small private school. Qualitative measures of data included home language surveys and interviews with select parents. Quantitative measures of data included students??? grades, test scores, and writing samples. The results of this study confirmed some existing research findings that parent education, parent involvement, and applied use of literacy materials in the home are associated with high academic achievement. Data from this present study also revealed a possible association between how reading and writing is modeled in the home and the level of students??? enjoyment and frequency of engaging in these types of activities. There also appeared to be a distinct pattern among simultaneous ELLs in which parents reported a decline in motivation and language fluency of the simultaneous ELLs??? heritage language spoken at home. The findings from this present study certainly raise questions regarding simultaneous language acquisition and whether this form of language learning is advantageous for students. This research study presents valuable information for both parents and educators concerning the impact of a simultaneous ELL???s home environment on their language development and academic performance. Furthermore, the results from this study have broader implications for challenging current second language acquisition theories and modifying current teaching approaches