Bilingual Language Experience and Children's Social-Emotional and Behavioral Skills: A Cross-Sectional Study of Singapore Preschoolers

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01