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Hypothesis One utilizes mathematical analysis of test data on
students' acquisition of two languages to determine if there is a
statistically significant relationship between the two languages.
Hypothesis Two looks at the contextual influence of the environment
in which the students live and learn to observe some of the factors
influencing language acquisition. Hypothesis Three looks at students'
own behavior as a factor influencing their learning.
A comprehensive description of the community, the school, the
students, their parents, and the school teachers and staff is provided
as evidence in support of the propositions tested. In writing the
descriptions, care has been taken to disguise many of the locations,
events, and people presented. Participants may recognize themselves
within the scenes, yet,they will realize that details have been changed
to increase anonymity while insuring accuracy. Naturally, names of
participants have been changed.
The presentation of the data is organized to relate the findings
as they pertain to the hypotheses and research questions.
Hypothesis and Research Questions One
Using standardized written and oral measurements, students judged
to be more proficient in Spanish will be found to make significantly
more progress in learning English than students who are determined to be
less proficient in Spanish. Research questions: For these students,
is there a relationship between first language ability and second
language acquisition? Does greater ability in first language facilitate
the acquisition of the second?