Self-Rated Competency Essay -- Language

As of 2000, 96% of Hmong households reported Hmong (L1) as the primary spoken speech at home with English (L2) not being introduced to a child until later in their development (Reeves & Bennett, 2004). Upon ledger entry school, Hmong children progress into sequential bilingual speakers where L2 is introduced after L1 is already well established. Bilingualism is oftentimes stated as the use of two or more languages by an individual (ASHA, 2004). Two of the most common types of bilingualism include simultaneous bilingualism (acquisition of both(prenominal) languages occur early on from birth) and sequential bilingualism (exposure to the second language occurs after the first language is already established, usually after 3 old age of age). A potential consequence of second-language acquisition is a process called language loss or language attrition. Language attrition is defined as a process where a person may loose his/her qualification to speak, write, read, and/or unders tand a particular language or emphasis due to a lack of use or exposure (ASHA, 2004). Studies that withdraw young immigrants in the United States found that younger immigrants were more apparent to switch language dominance for L1 to L2 and were more likely to rate L2 eloquence higher (Jia et al, 2002 Shi, 2011). Several studies have demonstrated that sequential bilingual speakers gutter provide valid self-ratings of might in L2 and the variables or factors that could affect L2 competency (Shi, 2011 Westermeyer & Her, 1996 Jia et al, 2002). The following three studies provide further evidence of the correlation of exploitation subjective (self-rating) and objective measures to examine receptive and expressive competency in L1 and L2. Westermeyer and Her (1996) conducted a longit... ...istically appropriate services Knowledge and Skills. Available from www.asha.org/policy. Jia, G., Aaronson, D., & Wu, Y. (2002). Long-term language progression of bilingual immigrants Predicative variables and language group differences. Applied Psycholinguistics, 23, 599 621.Reeves, T. J. & Bennett, C. E. (2004). We the people Asians in the United States. United States Consensus 2000. Shi, L. (2011). How proficient is proficient? Subjective proficiency as a predictor of bilingual listeners recognition of English words. American daybook of Audiology serial online. June 2011 20(1) 19 32. Available from Education Full Text (H.W. Wilson), Ipswich, MA. Westermeyer, J., & Her, C. (1996). Predictors of English fluency among Hmong refugees in Minnesota A longitudinal study. Cultural novelty and Mental Health, 2(2), 125 132.