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dc.contributor.advisorSilverman, Rebecca
dc.contributor.authorBergbauer, Steve
dc.contributor.authorGoyal, Akshay
dc.contributor.authorGynther, Kassandra
dc.contributor.authorJandorf, Adam
dc.contributor.authorKarim, Ahsan
dc.contributor.authorKirsch, Rachel
dc.contributor.authorPeterson, Spenser
dc.contributor.authorWang, Nancy
dc.date.accessioned2010-05-26T14:20:41Z
dc.date.available2010-05-26T14:20:41Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/1903/10085
dc.descriptionGemstone Team GABS (Grammar Acquisition in Bilingual Students)
dc.description.abstractAs the Hispanic population in the United States increases, English language education for Hispanic students becomes a vital issue. Numerous factors can affect an individual's acquisition of a second language. This study analyzed the effects of media exposure to, interaction in, and valorization of English on the English skills of heritage Spanish speaking fifth grade students at an elementary school in Maryland. This mixed-methods study incorporated a unique combination of observation, surveys, interviews, and a language assessment test to understand the problem. The analyses revealed that media exposure, productive interaction, and the students' internal valorization of English produced no significant correlation with English proficiency. However, productive interaction and external valorization from parents resulted in a negative correlation with English proficiency.en_US
dc.language.isoen_USen_US
dc.subjectHispanicen_US
dc.subjectLanguage educationen_US
dc.subjectElementaryen_US
dc.subjectEnglishen_US
dc.subjectSpanishen_US
dc.subjectGemstone Team GABS (Grammar Acquisition in Bilingual Students)
dc.titleAffective and Experiential Influences on English Skills of Heritage Spanish Speakersen_US
dc.typeThesisen_US
dc.relation.isAvailableAtDigital Repository at the University of Maryland
dc.relation.isAvailableAtGemstone Program, University of Maryland (College Park, Md)


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