A Burden or a Boost: The Impact of Early Childhood English Learning Experience on Lower Elementary English and Chinese Achievement

Autor/inn/en	Chen, Si; Zhao, Jing; de Ruiter, Laura; Zhou, Jing; Huang, Jinzhen
Titel	A Burden or a Boost: The Impact of Early Childhood English Learning Experience on Lower Elementary English and Chinese Achievement
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1212-1229 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Si) ORCID (Zhao, Jing) ORCID (de Ruiter, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1749230
Schlagwörter	English (Second Language); Chinese; Second Language Learning; Elementary School Students; Preschool Children; Experience; Language Proficiency; Student Attitudes; Foreign Countries; Socioeconomic Status; Grade 1; Grade 3; Language Tests; Scores; Student Characteristics; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Zweitsprachenerwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erfahrung; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Ausland; Socio-economic status; Sozioökonomischer Status; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Language test; Sprachtest
Abstract	We examined the effect of learning English as a foreign language in early childhood on children's later English and Chinese achievement and attitude toward English learning in mainland China. A total of 892 children were divided into two groups according to whether they had any English learning experience before they entered elementary school. To reduce self-selection bias in children's early English learning experience, we employed propensity score matching (PSM) and coarsened exact matching (CEM) techniques and generated balanced samples based on children's demographic, parent-child interactional and socio-economic characteristics. We found that the experience of early childhood English learning alone positively contributed to later English language and Chinese language achievement and also to attitudes toward English learning. The findings provide important evidence that limited exposure to English before elementary school does not harm Chinese learning. They also have educational implications that encourage educators to continue helping students develop genuine interest in English learning and maintain their high level of motivation starting at a very young age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11