English Language Proficiency and Bilingual Verbal Ability Among Chinese, Dominican, and Haitian Immigrant Students

Abstract

This article describes English language proficiency and bilingual verbal ability for a sample of 209 students aged 10 to 16 from three immigrant groups—Chinese, Dominican, and Haitian. Sources of data included structured student interviews, parent interviews, and individual language assessments. On average, students' English language proficiency was far below their age and grade level with significant differences among the groups. Estimates of students' language ability improved once their skills in their first language were considered as demonstrated by the bilingual verbal ability scores. Results from this study demonstrate the need to consider both English and first language skills in assessing the language abilities of these students and in promoting educational access and equity for recent immigrants.