Early Bilingualism Predicts Enhanced Later Foreign Language Learning in Secondary School

Autor/inn/en	Nguyen, My V. H.; Winsler, Adam
Titel	Early Bilingualism Predicts Enhanced Later Foreign Language Learning in Secondary School
Quelle	In: Developmental Psychology, 57 (2021) 11, S.1926-1942 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nguyen, My V. H.) ORCID (Winsler, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001248
Schlagwörter	Bilingualism; Second Language Learning; Second Language Instruction; Language Enrollment; Prediction; Monolingualism; Kindergarten; School Readiness; Academic Achievement; Language Maintenance; Comparative Analysis; Student Characteristics; Secondary School Students; Cognitive Ability; Grade Point Average; Spanish; Longitudinal Studies; Achievement Tests; Florida (Miami) + Suchen Sie Ihr Suchwort? Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Vorhersage; Readiness for school; School ability; Schulreife; Schulleistung; Sprachpflege; Sekundarschüler; Denkfähigkeit; Spanisch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Foreign language learning is generally not required in the United States, despite its link to various cognitive and social benefits later in life. Students who speak a home language different from the instructional language of school may experience unique benefits when learning additional languages in school. The present study examined whether students' early language status (monolingual, dual language learner [DLL], or bilingual) in Kindergarten predicts later foreign language course enrollment and performance in middle and high school. A total of 33,247 students (48% female, 59% Latino, 34% Black, 7% White/Asian/other, 82% receiving free/reduced-price lunch) were assessed for school readiness at age 4 and prospectively followed through high school. Regression analyses predicted foreign language course enrollment and performance in middle or high school, with students' demographic, school readiness, and prior academic performance as covariates. Results show early language status significantly predicts later enrollment and performance in foreign language courses, even after controlling for student demographics, school readiness skills, and early academic achievement. Early bilinguals were more likely to take foreign language courses than DLLs, who enrolled in such courses more than monolingual students. The same pattern favoring bilinguals, then DLLs, then monolinguals was found for performance in foreign language courses. Early bilingualism is an important resource for young children that continues to offer benefits throughout schooling. Implications for heritage language maintenance, language learning, and bilingual education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01