Bilingualism and academic achievement

Wen-Jui Han

    Research output: Contribution to journalArticle

    Abstract

    Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in children's academic developmental trajectories during their early school years, with particular attention on the school environment (N=16,380). Growth-curve results showed that despite starting with lower math scores in kindergarten, Mixed Bilingual children fully closed the math gap with their White English Monolingual peers by fifth grade. However, because non-English-Dominant Bilinguals and non-English Monolinguals started kindergarten with significantly lower reading and math scores compared to their English Monolingual peers, by fifth grade the former groups still had significantly lower scores. School-level factors explained about one third of the reductions in the differences in children's academic performance.

    Original languageEnglish (US)
    Pages (from-to)300-321
    Number of pages22
    JournalChild Development
    Volume83
    Issue number1
    DOIs
    StatePublished - Jan 1 2012

    Fingerprint

    Multilingualism
    multilingualism
    kindergarten
    academic achievement
    school grade
    school
    Longitudinal Studies
    Reading
    longitudinal study
    Cohort Studies
    childhood
    Growth
    performance
    Group

    ASJC Scopus subject areas

    • Pediatrics, Perinatology, and Child Health
    • Education
    • Developmental and Educational Psychology

    Cite this

    Bilingualism and academic achievement. / Han, Wen-Jui.

    In: Child Development, Vol. 83, No. 1, 01.01.2012, p. 300-321.

    Research output: Contribution to journalArticle

    Han, Wen-Jui. / Bilingualism and academic achievement. In: Child Development. 2012 ; Vol. 83, No. 1. pp. 300-321.
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