Relationships between Receptive Vocabulary in English and Cantonese Proficiency among Five-Year-Old Hong Kong Kindergarten Children

Autor/inn/en	Shing, Richard Wong Kwok; Perry, Conrad; MacWhinney, Brian; Oi-ling, Irene Wong
Titel	Relationships between Receptive Vocabulary in English and Cantonese Proficiency among Five-Year-Old Hong Kong Kindergarten Children
Quelle	In: Early Child Development and Care, 183 (2013) 10, S.1407-1419 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.788819
Schlagwörter	Foreign Countries; Receptive Language; Vocabulary; Kindergarten; Young Children; Sino Tibetan Languages; English (Second Language); Language Proficiency; Bilingual Education; Second Language Learning; Longitudinal Studies; Hong Kong; Peabody Picture Vocabulary Test; Raven Progressive Matrices; Reynell Developmental Language Scales + Suchen Sie Ihr Suchwort? Ausland; Rezeptive Kommunikationsfähigkeit; Wortschatz; Frühe Kindheit; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hongkong
Abstract	There is little consensus among different early childhood education stakeholders in Hong Kong on whether it is beneficial or detrimental for children to receive an English bilingual education before the age of 6. This longitudinal study investigated the issue of potential "detrimental effects of learning English" on Hong Kong kindergarten children's performance in L1 (Cantonese) and L2 (English) over a six-month period. The sample consisted of 53 children, 29 of whom went to international schools and received 90 minutes of daily in-class English instruction, and 24 of whom went to local schools, and received 20 minutes of daily in-class English instruction. Analyses of the relationship between L1 and L2 development showed "no" evidence that learning a second language is detrimental to the learning of the first. This was despite the large difference in the amount of in-school instruction time the children who went to local vs. international schools received. Children in the international schools vastly outperformed those in the local schools in English. We found no evidence that learning a second language is detrimental to learning more general cognitive skills. The results provided very weak evidence for the opposite. Thus, learning English as a second language in Hong Kong before the age of 6 did not harm children's learning in any way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10