Learning English as a Second Language: A Comparison between Spanish and Adopted Chinese Teenagers
Vicente González, Maria Esmeralda
Bosch Fábregas, Mariazell Eugènia
Universitat de Lleida, Facultat de Lletres
MetadataShow full item record
With globalization, the flow of immigration and adoptions has increased over the years. In Spain, and particularly in Catalonia, a lot of children with different nationalities learn Spanish, Catalan, and English apart from their native language(s). In the cases of native Spanish and adopted Chinese, Spanish and Catalan tend to be their mother tongue because children have a high exposure to these languages in school and preschool from a very early age. In the case of English, however, children go through a second language acquisition learning process, which implies learning English when they have already acquired their first language. This paper compares the difficulties of learning English as a second language between teenagers born in Spain and teenagers adopted from China in a high school environment. Most research has shown difficulties when learning English as a Second Language focusing on Spanish students (Jiménez & O’shanahan, 2010) or Chinese learners of English in China (Gao, Zheng, Nichols, Zhang, Shang & Liu, 2019). This paper contributes with a comparison between these two groups in a different perspective. In order to identify the possible differences in English learning written surveys and activities will be used in active and passive English skills, together with the reasons for such obstacles when learning English which are likely to vary among both groups.
European research projects
The following license files are associated with this item: