Early EFL instruction and L1 literacy

Instrucción temprana en inglés como lengua extranjera y desarrollo de literacidad en primera lengua

Keywords: bilingualism, English as a foreign language, literacy, public schools (en_US)
Keywords: literacidad, bilingüismo, escuelas públicas, Inglés como idioma extranjero (es_ES)

Abstract (en_US)

This study investigates the relationship between early English as a foreign language (EFL) learning and L1 literacy development in Mexican public schools. Researchers sought confirmatory findings about whether and in which ways early EFL exposure may affect students’ L1 literacy skills via a study evaluating the L1 Spanish literacy of 61 first graders using an adapted literacy assessment. Experimental group participants received EFL instruction during grades K-1, and those in the control group did not. A one-way independent samples comparison of means on the literacy assessment revealed that participants from the experimental group who had received EFL instruction scored significantly higher on all sections of the assessment than those participants in the control group. Results may inform programmatic decision-making about simultaneous or sequential approaches on the impact of early EFL on biliteracy development, with broader implications that examine who has access to early EFL instruction, and whether it will ultimately lead to higher L2 proficiency.

Abstract (es_ES)

Este estudio investiga la relación entre enseñanza del inglés como lengua extranjera y el desarrollo de habilidades de literacidad en las escuelas públicas mexicanas. Los investigadores buscaron resultados confirmatorios sobre si y en qué manera la exposición al inglés como lengua extranjera durante la escuela primaria afectaría el desarrollo de su literacidad. En una investigación cuantitativa, ellos evaluaron la literacidad de 61 estudiantes del primer grado con un examen que mide su literacidad. Participantes en el grupo experimental fueron expuestos a instrucción en Inglés, y los del grupo control, no. Una comparación de los puntajes promedios entre los dos grupos reveló una diferencia significativa en que los participantes del grupo expuesto a la instrucción en Inglés salieron mejor que los participantes que no recibieron instrucción en Inglés. Los resultados pueden informar decisiones sobre programas de Inglés en escuelas primarias y si deben ser simultáneo o secuencial. También, los resultados tienen implicaciones que pueden informar de quien y cuales tipos de escuelas tienen acceso a programas de inglés en escuelas primarias, y si la participación en programas de Inglés ayudaría con el desarrollo con la literacidad en su primer idioma.


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Author Biographies

Kristen M Lindahl, University of Texas at San Antonio

Department of Bicultural-Bilingual Studies

Assistant Professor

Peter Sayer, The Ohio State University

Associate Professor

Department of Teaching & Learning



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How to Cite
Lindahl, K. M., & Sayer, P. (2018). Early EFL instruction and L1 literacy. Colombian Applied Linguistics Journal, 20(2), 170-184. https://doi.org/10.14483/22487085.12900
Published: 2018-07-31
Research Articles