Developmental Influences Between Academic Language Proficiencies Across Multiple Languages: Borna, Amharic, and EFL
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Date
2020-01
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AAU
Abstract
This study examined the developmental influences between academic language proficiencies across Borna (L1), Amharic (L2), and English (L3) in second cycle primary schools in Bullen and Dibatie Woredas. The aim of the study was to examine the predictive interdependences of academic language skills across languages (Borna, Amharic, and English). Specifically, this study focused on (a) the correlations between academic language proficiencies across the languages, (b) predictive interdependence between literacy skills across Borna, Amharic, and English languages, (c) whether Borna language skills showed statistically significantly different predictive power towards the corresponding skills of Amharic and English, and (d) whether the developmental influences of Borna language skills were moderated by other variables such as gender, initial grades language of instruction, and knowledge of more L2s. Tests were used as main tools of data collection, and the data was collected from 1280 participants across different grade levels- from 5th to 8th grades. Statistical techniques such as Pearson correlation, linear regression, hierarchical regression, t-test, and factorial ANOVA were used to analyze the data. The findings indicated that there were statistically significant positive correlations and predictive interdependences between academic language skills across the three languages: Borna, Amharic, and English. Besides, Borna language skills showed statistically significantly different predictive powers towards Amharic and English skills. Similarly, the developmental influences, i.e. the facilitation effects of Borna language literacy skills on the development of literacy skills in the Amharic language and English as a foreign language were different for different groups of gender, more linguistics repertoire, and the type of initial language-in-education program. Based on the findings, some recommendations, such as pedagogical implications and future research directions are suggested.
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The correlations between academic language proficiencies