THE PATTERNS OF HOME LANGUAGE USAGE AS DETERMINANTS OF ACADEMIC LEARNING OF ENGLISH LANGUAGE LEARNERS
 
Mishra, S.P., The University of Arizona, USA
 
The study examined the impact of the patterns of home language uses on the academic learning of English Language Learners (ELL). On the basis of dominant spoken language patterns in home of Mexican-American students from low socio-economic homes, the sampled children were divided into bilingual and monolingual groups. The subjects in the study consisted of 146 children from an elementary school. A battery of standardized achievement tests was administered to both monolingual and bilingual groups of subjects. The findings indicated that children speaking both English and Spanish languages at their homes with equal frequency significantly outperformed on all measures of academic achievement as compared with their English or Spanish only monolingual counterparts. The implications of obtained findings indicate the cognitive benefits of bilingualism as it relates to academic learning and readiness.