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This investigation compared the rate of receptive acquisition of English prepositions and pronouns for two groups of bilingual first grade children with language delays. Group A received instruction in Spanish prior to instruction in English, and Group B received instruction in English only. The results indicated that the subjects in Group A acquired the English prepositions and pronouns twice as rapidly as the subjects in Group B. These results support the interdependence hypothesis and the practice of language intervention in a child’s native language (L1).
Perozzi et al. (Thu,) studied this question.