Self-Rated Competency Essay -- Language

As of 2000, 96% of Hmong households reported Hmong (L1) as the primary spoken language at home with English (L2) not being introduced to a child until later in their development (Reeves & Bennett, 2004). Upon entering school, Hmong children progress into sequential bilingual speakers where L2 is introduced after L1 is already well established. Bilingualism is frequently 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 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 years 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 â€Å"a person may loose his/her ability to speak, write, read, and/or understand a particular language or dialect due to a lack of use or exposure† (ASHA, 2004). Studies that involve young immigrants in the United States found that younger immigrants were more likely to switch language dominance for L1 to L2 and were more likely to rate L2 fluency higher (Jia et al, 2002; Shi, 2011). Several studies have demonstrated that sequential bilingual speakers can provide valid self-ratings of competency 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 using 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 attainment 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 â€Å"proficient† is proficient? Subjective proficiency as a predictor of bilingual listeners’ recognition of English words. American Journal 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 Diversity and Mental Health, 2(2), 125 – 132.