Learning English Bilingually: Age of Onset of Exposure and Rate of Acquisition Among English Language Learners in a Bilingual Education Program

MacSwan, Jeff; Pray, Lisa

doi:10.1080/15235882.2005.10162857

Cited by 53 publications

(44 citation statements)

References 25 publications

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“…For example, Cummins (2000) uses the terms Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency to distinguish these two aspects of language proficiency (see also Hakuta, Butler, & Witt, 2000 for a similar dichotomous distinction). Other researchers, such as MacSwan and Pray (2005), view proficiency as encompassing all aspects of language development, including phonology (pronunciation), morphology (word formation), the principles of oral discourse including semantics (word meanings), the rules that govern syntax (word order), and pragmatics (the social uses of language). Bailey (2007) presents a more comprehensive conceptualization of academic English language (AEL) that goes beyond linguistic features to include the language skills students need to access instruction in school and to address the linguistic demands of the academic content presented in classroom settings.…”

Section: English Proficiency Among Ell Childrenmentioning

confidence: 99%

Predictors and outcomes of early versus later English language proficiency among English language learners

Halle

Hair

Wandner

et al. 2012

Early Childhood Research Quarterly

173

142

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The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development.

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Section: English Proficiency Among Ell Childrenmentioning

confidence: 99%

Predictors and outcomes of early versus later English language proficiency among English language learners

Halle

Hair

Wandner

et al. 2012

Early Childhood Research Quarterly

173

142

View full text Add to dashboard Cite

show abstract

“…The language of instruction of DLLs varies from using English exclusively (mainstream English and immersion programs) to programs where literacy and content-area instruction are delivered in both the home language and English (bilingual programs). It is important to point out that educational support for the home language is not typically associated with delays or limited development of English (Collier & Thomas, 2004; MacSwan & Pray, 2005). In many cases, a more fully developed home language is associated with increases in the rate and level of development of English, as well as academic achievement (Burchinal, Field, López, Howes, & Pianta, 2012).…”

Section: School Linguistic Environmentmentioning

confidence: 99%

Dual language development of Latino children: Effect of instructional program type and the home and school language environment

Collins

2014

Early Childhood Research Quarterly

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Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n =163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed.

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“…Ez gara gu hemen eztabaida sakon eta konplexu horretan sartuko. Haatik, denbora eragile garrantzitsua dela dakigunez , Wong 1991, MacSwan & Pray 2005, eta hemen proposatzen dugun hipotesia betetzeko baldintza ezinbestekotzat jotzen dugunez, gutxieneko mugarri bat kokatzeko saioa egingo dugu. Onenean, gainera, hemen aurkezten den hipotesia egia bada, berau izan liteke jabekuntza adina zehazteko bide bat.…”

Section: Elebitasunari Buruzko Hipotesiaunclassified

Hiztunaren fonema inbentarioa eta elebitasun goiztiarra : euskara gehi frantsesa vs. euskara gehi gaztelania

Oñederra¹,

Jauregi²,

Epelde³

2014

lapurdum

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Learning English Bilingually: Age of Onset of Exposure and Rate of Acquisition Among English Language Learners in a Bilingual Education Program

Cited by 53 publications

References 25 publications

Predictors and outcomes of early versus later English language proficiency among English language learners

Predictors and outcomes of early versus later English language proficiency among English language learners

Dual language development of Latino children: Effect of instructional program type and the home and school language environment

Hiztunaren fonema inbentarioa eta elebitasun goiztiarra : euskara gehi frantsesa vs. euskara gehi gaztelania

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