Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage

Abstract

Cognitive representations and beliefs are what comprise an individual’s self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children’s evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes.

Individual Variation and the Bilingual Advantage—Factors that Modulate the Effect of Bilingualism on Cognitive Control and Cognitive Reserve

“…Importantly, both the monolingual children and the multilingual children were able to estimate correctly their academic achievement (e.g., reading and spelling performances). The authors of the present study conclude that metacognition and executive functions can lead to better educational outcomes; however, they are of the opinion that more research with a larger multilingual sample, allowing for subgroup comparisons which were not possible in the study by Festman and Schwieter [42], is needed.…”

“…In the seventh original article (and the second study investigating bilingual children), Festman and Schwieter [42] were interested in the topic of the individual's self-concept. Cognitive representations and beliefs are what comprise an individual's self-concept [43].…”

The Effects of Multilingualism on Reading Speed

“…According to their findings, monolingual children showed to have slightly higher reading and spelling grades on standardized tests compared to bilinguals (Festman & Schwieter, 2019). However, due to the slight difference, this study concluded that there were no significant disparities in grades of monolingual and multilingual children (Festman & Schwieter, 2019). Thus, this counters the idea that multilingualism provides greater advantages.…”

“…Other methods like historical analysis or trend analysis do not apply to my research because research on multilingualism and reading speed has not been experimented before, so there is no trend or past data to analyze. From previous researchers with similar topics as my research, Julia Festman and John W. Schwieter conducted their own experimental research to find the relationship between multilingualism and reading and spelling skills among children enrolled in third grade (Festman & Schwieter, 2019). Spelling and reading tests were administered and the grades provided quantitative data for the researchers to analyze.…”

“…In contrast to the idea that multilinguals have far more advantages, Julia Festman and John W. Schwieter, researchers in the education and language department, examined whether languages affect reading and spelling skills among children (Festman & Schwieter, 2019). According to their findings, monolingual children showed to have slightly higher reading and spelling grades on standardized tests compared to bilinguals (Festman & Schwieter, 2019). However, due to the slight difference, this study concluded that there were no significant disparities in grades of monolingual and multilingual children (Festman & Schwieter, 2019).…”