A study of the relationship among language maintenance, academic achievement, and home language factors of the Mexican-American seventh grader in a South Texas middle school

The purpose of this study was to investigate if any correlates exist between Spanish language use at home and language proficiency and academic achievement of the top 10% highest achieving Mexican-American seventh grade students in a Coastal Bend Junior High School. This study also examined home language factors that might have an impact on the academic performance of these students.;Twenty-five high achieving Mexican-American eighth graders were identified as the top 10% of their class according to their seventh grade yearly average. These students and one of their parents were interviewed using questionnaires designed specifically for the study. The questions were designed to elicit responses regarding language use, language choice, language maintenance and home language environment. All interviews were conducted at the place of residence. Parent and student responses were recorded, transcribed and analyzed.;The Spanish version of the Language Assessment Scales II test was administered to each student individually at their home to obtain a Spanish language proficiency level. This helped the researcher determine to what extent language proficiency impacts academic achievement of the Mexican-American seventh grader.;Findings indicated that high-achieving Mexican-American seventh graders did value their native language, did have a positive attitude toward their native language, and have maintained their native language to a certain extent. Findings also indicated that the students who came from a home environment where Spanish had been maintained 100% of the time, were proficient Spanish speakers. Other findings are as follow: (1) The majority of the students (22 out of 25) chose to use English instead of Spanish as the means of everyday communication; (2) The majority of the students (23 out of 25) said both languages were equally important. Even though the students used English almost 100% of the time and preferred English over Spanish, they recognized the value and importance of Spanish; (3) All 25 parents agreed that more use of Spanish at home would help maintain the language in Mexican-American children; (4) more students agreed that parental support and encouragement were the major factors that have contributed to their academic achievement; and (5) Bilingualism played a minor role in the academic achievement of the high-achieving Mexican-American seventh grader.;Included among the recommendations are the following: (1) Parents should require more Spanish language practice from their children at a younger age, but only if they themselves can model the desired behavior; (2) Schools need to keep parents informed that children will benefit from Spanish language maintenance in the home environment. Language maintenance could prove beneficial now or in the future; and (3) Schools need to inform parents that Spanish language maintenance will better prepare their children for the job market.;Among the recommendations for further research are the following: (1) a longitudinal is necessary to determine how many of the students who participated in the study maintain their Spanish language through the 12th grade, while maintaining their standing in the top 10% of their class; (2) research should be conducted on the extent of which bilingual instruction would be of benefit to middle-school students with varying Spanish proficiency levels; and (3) a study is necessary to determine the level of parental support present in the lives of low-achieving Mexican-American seventh graders.