This study investigates the relationship between early English as a foreign language (EFL) learning and L1 literacy development in Mexican public schools. Researchers sought confirmatory findings about whether and in which ways early EFL exposure may affect students’ L1 literacy skills via a study evaluating the L1 Spanish literacy of 61 first graders using an adapted literacy assessment. Experimental group participants received EFL instruction during grades K-1, and those in the control group did not. A one-way independent samples comparison of means on the literacy assessment revealed that participants from the experimental group who had received EFL instruction scored significantly higher on all sections of the assessment than those participants in the control group. Results may inform programmatic decision-making about simultaneous or sequential approaches on the impact of early EFL on biliteracy development, with broader implications that examine who has access to early EFL instruction, and whether it will ultimately lead to higher L2 proficiency.

中文翻译：

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早期EFL指导和L1素养

这项研究调查了墨西哥公立学校早期英语作为外语（EFL）学习与L1素养发展之间的关系。研究人员通过一项采用适应性素养评估评估61名一年级学生的L1西班牙文盲能力的研究，寻求关于早期EFL暴露是否会以何种方式影响学生的L1识字能力的确认性发现。实验组参与者在K-1年级接受EFL指导，而对照组则没有。对读写能力评估的均值进行的单向独立样本比较显示，接受过EFL指导的实验组参与者在评估的所有部分上的得分均显着高于对照组。