Literaturnachweis - Detailanzeige
Autor/inn/en | Sun, He; Yussof, Nurul Taqiah Binte; Mohamed, Malikka Begum Binte Habib; Rahim, Anisa Binte; Bull, Rebecca; Cheung, Mike W. L.; Cheong, Siew Ann |
---|---|
Titel | Bilingual Language Experience and Children's Social-Emotional and Behavioral Skills: A Cross-Sectional Study of Singapore Preschoolers |
Quelle | In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 3, S.324-339 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Sun, He) ORCID (Mohamed, Malikka Begum Binte Habib) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1367-0050 |
DOI | 10.1080/13670050.2018.1461802 |
Schlagwörter | Kindergarten; Preschool Children; Bilingual Students; Social Development; Emotional Development; Correlation; Linguistic Input; Family Environment; Vocabulary Development; Language Acquisition; English; Mandarin Chinese; Indonesian Languages; Dravidian Languages; Native Language; Official Languages; Receptive Language; Gender Differences; Nonverbal Ability; Child Behavior; Questionnaires; Screening Tests; Intelligence Tests; Foreign Countries; Singapore; Strengths and Difficulties Questionnaire; Raven Progressive Matrices Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Korrelation; Sprachbildung; Familienmilieu; Wortschatzarbeit; Sprachaneignung; Spracherwerb; English language; Englisch; Indonesisch; Office language; Amtssprache; Rezeptive Kommunikationsfähigkeit; Geschlechterkonflikt; Fragebogen; Screening-Verfahren; Intelligence test; Intelligenztest; Ausland; Singapur |
Abstract | The current study examines the relationship between bilingual children's dual language experience (i.e. language input, language output and vocabulary proficiency), and their social-emotional and behavioral skills. Data were analysed from 805 Singaporean bilingual preschoolers (ages 4; 1-5; 8 years), who are learning English and either Mandarin (n = 551), Malay (n = 105), or Tamil, (n = 149). A parent questionnaire and standardized vocabulary tests were used to assess children's bilingual language environment and vocabulary knowledge. Children's social-emotional and behavioral skills were evaluated by teachers using the Strengths and Difficulties Questionnaire. A series of variables which might influence social-emotional and behavioral skills (e.g. gender, non-verbal IQ, SES, and emotion recognition) were controlled and mixed-effects models were used to conduct data analysis. Results demonstrated that children who had larger bilingual receptive vocabulary and had frequently spoken both languages for a longer time had better social-emotional and behavioral skills. Gender and emotion recognition ability were also found to be significantly related to children's social-emotional and behavioral skills. Such findings held true for children across different Mother Tongue language backgrounds. This suggests that a good language environment for bilingual children should be promoted not only for the sake of their early language development, but also because of the potential benefits to their social-emotional and behavioral skills. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |