Language Variation Analysis

Andrea Paola Caballero Montaño

Lidia Valeria Aguilera Sandoval
Maria Belen Carvallo Llanos

Diplomado en Inglés con fines académicos

Módulo 4: Expresión y mediación oral

M.Sc. Gabriela Vega

June 19th, 2023

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Analysis: Language Variation among Children from a Bilingual

School and a Non-bilingual School

Aim: The objective of this analysis is to examine language variation

among children attending a bilingual school and a non-bilingual school.
The survey consists of four parts: demographic information, language
proficiency, language usage, and language exposure at school. We will
analyze the research findings based on each part of the survey.

Participants: The participants of this analysis will consist of children

from both bilingual and non-bilingual schools. The schools chosen for
this analysis are Eagles School (bilingual school) and La Viñita de Jesus
(non-bilingual school).

Data Collection: The primary method of data collection will be a

structured survey questionnaire administered to the participants. The
survey will be designed based on the variables identified in the research
objectives, including language proficiency, language usage, and
language exposure. The survey will be administered in a language
understood by the participants (e.g., Spanish).

Part 1: Demographic Information

The demographic information collected includes the age, grade/level,

and school of the participants. This data allows for a comparison
between children of different ages and schools
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Part 2: Language Proficiency

The research findings regarding language proficiency indicate the

languages spoken fluently by the participants.

● Children from bilingual schools may exhibit higher proficiency in

both English and Spanish, as they are exposed to and regularly
use both languages in their educational environment.
● Children from non-bilingual schools may primarily have proficiency
in one language, typically the language used predominantly in their
homes or community.

Part 3: Language Usage

This part shows us the results about how students use language and
what languages they like to use in different situations.

Based on the variables provided in the survey, we can compare the

differences between children from bilingual schools and non-bilingual
schools in terms of language variation. Here are the potential differences
that can be explored based on the survey responses:

● Children from bilingual schools may exhibit higher proficiency in

both English and Spanish, as they are exposed to and regularly
use both languages in their educational environment.
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● Children from non-bilingual schools may primarily have proficiency

in one language, typically the language used predominantly in their
homes or community.

Part 4: Language exposure at school

This research highlights the language variation among children from

different schools and explores their language proficiency, usage, and
exposure.

● Children from bilingual schools are expected to have a higher

frequency of speaking English at school compared to children from
non-bilingual schools.
● Children from non-bilingual schools may have a lower frequency or
no English usage at school.
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Conclusion

In conclusion, this analysis explored language variation among children

in bilingual and non-bilingual school settings. By analyzing data on
language proficiency, usage patterns, and exposure, we have found
valuable insights into the factors that contribute to linguistic development
and the formation of language skills in these educational environments.

The findings of this analysis indicate that children attending bilingual

schools exhibit higher proficiency in both English and Spanish, as they
are regularly exposed to and use both languages in their educational
setting. In contrast, children in non-bilingual schools typically have
proficiency primarily in one language, reflecting the dominant Spanish
language spoken in their homes. Language usage patterns also differ
between the two groups. Children in bilingual schools tend to have a
higher preference for using both English and Spanish in various
contexts, such as media consumption, social interactions, and reading.

On the other hand, children in non-bilingual schools often have a

stronger preference for using a single language, typically Spanish
because it is their first language.
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APPENDIX

1. Survey used for the analysis

Part 1: Demographic Information

1. How old are you?

a) 7-8
b) 8-9

2. Grade/ Year level

a) Second grade
b) Third grade

3. Choose your school’s name:

a) La Viñita de Jesús
b) Eagle’s school

Part 2: Language Proficiency

4. Which languages do you speak fluently?

a) English
b) Spanish
c) others

5. Which language do you primarily use at home?

a) English
b) Spanish
c) both

6. How often do you use your second language(s) ?

Daily
a) Several times a week
b) Once a week
c) Occasionally
d) Rarely
7. How confident do you feel speaking your second language(s)?
a) Very confident
b) Somewhat confident
c) Not very confident
d) Not confident at all
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Part 3: Language Usage

In which language(s) do you prefer to:
8. Watch movies or TV shows?
a) English
b) Spanish
c) both

9. Read books or articles?

a) English
b) Spanish
c) both

10. Communicate with friends?

a) English
b) Spanish
c) both

11. Use social media?

a) English
b) Spanish
c) both

12. How often do you speak English at school

a) Never
b) Rarely
c) Sometimes,
d) Often
e) Always

13. How often do you speak English at home?

a) Never
b) Rarely
c) Sometimes
d) Often
e) Always

Part 4: Language Exposure at school:

14. How many hours of English Instruction per Week?
a) two hours per week
b) 4 hours per week
c) more than 10 hours a week

15. Language you use with your classmates and teachers

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a) English
b) Spanish
c) both
Link:
https://docs.google.com/forms/d/e/1FAIpQLSd3WaXREl6oxnK6RFWcOeYOCgk4vl9
rSk0F5GckgcoeRwl4vA/viewform?usp=pp_url&entry.1918691306=Occasionally
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REFERENCES

● Smith, J. D., & Johnson, A. B. (2012). The impact of psychological

factors on cognitive performance. Frontiers in Psychology, 3, 155.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4349351/
● Brojde, C. L., Ahmed, S., & Colunga, E. (2012). Bilingual and
monolingual children attend to different cues when learning new
words. Frontiers in Psychology, 3, 155.
https://www.frontiersin.org/articles/10.3389/fpsyg.2012.00155/full
● Madrid, D., & Julius, S. M. (2020). Academic Achievement of
Bilingual and Non Bilingual Education Degree Students. Porta
Linguarum, 34, 25-37.
https://www.ugr.es/~portalin/articulos/PL_numero34/2_DANIEL%2
0MADRID%20&%20S%20JULIUS.pdf