© 1994 by Oxford University Press
Articles |
Using Multiple Regression to Predict Minority Children's Second Language Performance
Concordia University
McGill University
This study examined the influence of several variables (supplementary mothertongue instruction, the child's length of residence in the host country, selfesteem, and schools) on the French oral comprehension and expression of minority language children in Montréal. One hundred and thirty-seven elementary-level, first generation immigrant children, representing 18 different mother tongues and 36 different countries of birth, took part in the study. Results indicate that supplementary mother-tongue instruction did not significantly predict language performance. This finding, rather than a negative pronouncement on mother-tongue instruction, is more likely a reflection of the quality and type of variable under investigation. Schools and length of residence were both positive predictors of comprehension and expression; selfesteem significantly predicted expression, but not comprehension. The reported findings have implications for classroom educators and school authorities who are overseeing the education of rapidly growing numbers of minority language children being educated in a language which is not their mother tongue.