Language Proficiency and Competence: Upper Elementary Students in a Dual-Language Bilingual Education Program

Autor/inn/en	He, Shuhua; Yang, Lu; Leung, Genevieve; Zhou, Qing; Tong, Rosina; Uchikoshi, Yuuko
Titel	Language Proficiency and Competence: Upper Elementary Students in a Dual-Language Bilingual Education Program
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 6, S.502-517 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (He, Shuhua) ORCID (Leung, Genevieve) ORCID (Zhou, Qing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2021.1987443
Schlagwörter	Language Proficiency; Bilingual Education Programs; Academic Achievement; Language Skills; Sino Tibetan Languages; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Speech Communication; Writing Skills; Elementary School Students; Grade 5; Grade 4; Bilingualism; Peer Relationship; Cultural Awareness; Correlation; Reading Skills; Language Role; Urban Schools; Public Schools; Measures (Individuals); Language Tests; Student Characteristics; California + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; Bilingualismus; Peer-Beziehungen; Cultural identity; Kulturelle Identität; Korrelation; Reading skill; Lesefertigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Messdaten; Language test; Sprachtest; Kalifornien
Abstract	Building on research that has demonstrated the benefits of Dual-Language Bilingual Education (DLBE) programmes on students' bilingual, academic, and cross-cultural development (Lindholm-Leary and Hernández 2011), this study examines the links between dual language proficiency and competence in elementary students enrolled in a Cantonese DLBE programme in the U.S. Specifically, we examined the relations between (a) children's bilingual (English and Cantonese) language proficiency in four dimensions (reading, writing, listening, and speaking) and (b) their competence in academic, peer relationships, activities involvement, and classroom behaviour domains with a group of 60 fourth and fifth graders enrolled in a Cantonese-English DLBE programme. Multiple regression results show that both Cantonese speaking and writing proficiency had significant main effects on academic competence. These effects remained significant even after controlling for students' English speaking/writing proficiency. Moreover, both Cantonese and English writing proficiency were positively related to students' classroom competence. Additionally, higher English reading proficiency was positively associated with peer competence. Results highlight the different beneficial roles of Cantonese and English proficiency on positive self, peer acceptance, and prosocial behaviour. The current study generates new insights into the role of bilingual proficiency and has implications for DLBE programme curriculum and policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01