Perceived Language Proficiency, Reading Performances, and Language Use Behaviors of Middle School Newcomers in Texas

Background: In the current literature, research about perceived language proficiency (PLP) is very limited among newcomer English language learners (newcomer ELLs), although it was much conducted among bilinguals. As PLP is a significant factor in the language learning process and the United States is currently experiencing many immigrations from all over the world, research investigating PLP and its influences among newcomer ELLs is highly in need. To address this gap of knowledge, the present study will investigate PLP and how it relates to reading performances and language use behaviors among Hispanic middle school newcomers in Texas. Method: The current study includes 151 Hispanic newcomer students from nine different middle schools across Texas (sixth-eighth grade). Students who participated in this study were asked to complete self-rated language surveys and then administered standardized reading tests. Collected data were analyzed using R Studio and SPSS. Results: Hispanic middle school newcomers were more confident about their Spanish proficiency than about their English proficiency. Their performance on standardized reading assessments was also better for Spanish than English. Positive significant correlations were found between PLP and reading proficiency as well as between PLP and the frequency of language use. The current study also found that perceived English proficiency is a significant predictor of the frequency of language switching. Conclusion: The present study provided insight into PLP and reading performances among Hispanic middle school newcomers. Also, it showed initial empirical evidence that PLP is related to reading proficiency and the frequency of language use/switching.