The relationship between first and second language literacy and social adaptation in new Chinese-American immigrants in New York City

The social adaptation of new Chinese immigrant students and the influence of Chinese and English on students was examined. Data was collected from three assessment instruments and analyzed, to explore the relationships among the levels of first language literacy and second language literacy, and social adaptation, and to identify the factors associated with social adaptation. The Chinese Literacy Instrument measured students' reading and writing abilities, and the LAB (Language Assessment Battery) evaluated English literacy proficiencies. The Social Adaptation Questionnaire assessed social adaptation.;A comparison of the mean distribution of Chinese and English literacy scores indicated stronger Chinese literacy skills than English literacy skills. Students' English literacy scores revealed restricted variability and low scores. And as a result, a comparison between the first and second language data could not be statistically calculated to explore a correlational relationship between first and second languages. Data collected from first language and social adaptation were analyzed and interpreted.;The Social Adaptation Questionnaire identified higher frequency use of Chinese over English. A factor analysis revealed a three factor model which best fit the data collected from the questionnaire: Factor 1, social interaction; Factor 2, Chinese preference; Factor 3, social exploration. Several conclusions emerged about the three variables (Chinese literacy, English literacy, social adaptation). Use of Chinese and higher Chinese literacy seem to be stronger influences than use of English and English literacy in students' social adaptation. Students chose use of Chinese over English and prefer a Chinese lifestyle (Factor 2) both of which signalled ethnic loyalty. Factors 1 (social interaction) and 3 (social exploration) characterize a new or cross-group identity developing in students. A three factor model described cultural tension between Factors 1 and 3 and Factor 2. The researcher recommends research for a more comprehensive picture about how biculturalism is dealt with; the role of first language and culture in social adaptation; the motivating reasons for first language use, choice, and maintenance; and what motivates second language individuals to learn English.