Abstract
Using the nationally representative National Education Longitudinal Study of 1988 (NELS88) database, the relations of first language (L1, non-English) proficiency to subsequent use of that language (home language maintenance), English proficiency, and academic achievement were examined. Structural equation modeling (SEM) results showed that LI proficiency in tenth grade (T2) did not affect subsequent English test scores, school grades, or English proficiency in twelfth grade (T3), but had a strong positive effect on T3 L1 use and also positive effects on T3 standardized tests in English, math, and history. Use of L1 up to twelfth grade had almost no effect on T3 English outcomes or on T3 achievements other than English. Negative impacts of frequency in L1 use on perceived English proficiency were found only in the early years of high school and did not persist over time. The results did not support speculations that home language proficiency would have persistent negative effects on English and other academic outcomes, but suggest the need for support in L1 enhancement for home language maintenance.
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