Two Languages, one voice: Relationship between bilingualism and communicative apprehension
Molloy Faculty Mentor
Hia Datta
Presenter Major
Speech Language Pathology/ Audiology
Presentation Type
Oral
Location
Hays Theater, Wilbur Arts Building, Molloy University
Start Date
1-5-2026 11:34 AM
End Date
1-5-2026 11:40 AM
Description (Abstract)
This study examines how prior language learning experiences influence students’ classroom engagement in college. Research suggests that active participation and effective communication are key to academic performances (Freeman et. al., 2014; Alicea et. al., 2016). Many students enter higher education with varied cultural linguistic backgrounds. Dual Language Education (DLE), supports students’ linguistic development through bilingualism, providing students with language-rich opportunities in the K-12 system. While DLE promotes bilingualism and may enhance linguistic development, its long-term impact on classroom participation and communication apprehension remains unclear. Using an anonymous survey we explore whether reported differences in college classroom engagement levels are related to instructional differences with different levels of language immersion during early schooling. The survey includes modified items from established scales such as McCroskey personal Report of Communication Apprehension (PRCA-24) assessing willingness to participate. Data will provide insight into the relative effects of different language learning approaches in K-12 education.
This project was submitted under IRB number 2430655
Keywords
Bilingualism, Willingness to Participate, Communication Apprehension, Participation, Higher Education
Related Pillar(s)
Community, Study
Two Languages, one voice: Relationship between bilingualism and communicative apprehension
Hays Theater, Wilbur Arts Building, Molloy University
This study examines how prior language learning experiences influence students’ classroom engagement in college. Research suggests that active participation and effective communication are key to academic performances (Freeman et. al., 2014; Alicea et. al., 2016). Many students enter higher education with varied cultural linguistic backgrounds. Dual Language Education (DLE), supports students’ linguistic development through bilingualism, providing students with language-rich opportunities in the K-12 system. While DLE promotes bilingualism and may enhance linguistic development, its long-term impact on classroom participation and communication apprehension remains unclear. Using an anonymous survey we explore whether reported differences in college classroom engagement levels are related to instructional differences with different levels of language immersion during early schooling. The survey includes modified items from established scales such as McCroskey personal Report of Communication Apprehension (PRCA-24) assessing willingness to participate. Data will provide insight into the relative effects of different language learning approaches in K-12 education.
This project was submitted under IRB number 2430655
