bischoff.st at gmail.com
Mon Feb 28 13:53:22 UTC 2011
A student of mine is an elementary school ESL instructor. She has noticed
that if a child arrives to the school without a cohort of speakers of the
same L1 (say Igbo), the student seems to pick up English much quicker than
those students that arrive with a cohort of speakers of the same L1 (e.g.
all Spanish speakers). Intuitively this make sense. However, I was
wondering if anyone was familiar with research in this area? I tried a
number of different search terms but have had difficulty finding anything.
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