Growing up Bilingual: Language Proficiency, Social Identities and Competences of Complementary School-Attendees and Non-Attendees in the UK

Autor/inn/en	Husain, Layal; Lam, Virginia
Titel	Growing up Bilingual: Language Proficiency, Social Identities and Competences of Complementary School-Attendees and Non-Attendees in the UK
Quelle	In: Language and Education, 37 (2023) 1, S.54-70 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Husain, Layal) ORCID (Lam, Virginia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1983586
Schlagwörter	Bilingualism; Self Concept; Second Language Learning; Second Language Instruction; Comparative Analysis; Foreign Countries; Student Interests; Learning Motivation; Language Minorities; Language Maintenance; Native Language Instruction; Heritage Education; Community Schools; Attendance; Preschool Children; Elementary School Students; Language Proficiency; Social Development; Ethnicity; Cognitive Ability; Athletics; Interpersonal Competence; English (Second Language); Predictor Variables; Socioeconomic Status; Measurement Techniques; United Kingdom (London) + Suchen Sie Ihr Suchwort? Bilingualismus; Selbstkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Studieninteresse; Motivation for studies; Lernmotivation; Sprachminderheit; Sprachpflege; Native language education; Muttersprachlicher Unterricht; Community school; ; Gemeindeschule; Gemeinschaftsschule; Anwesenheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Language skills; Sprachkompetenz; Soziale Entwicklung; Ethnizität; Denkfähigkeit; Leichtathletik; Interpersonale Kompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Prädiktor; Socio-economic status; Sozioökonomischer Status; Messtechnik
Abstract	The UK is linguistically rich but faces a reducing uptake of language learning in schools, as pupils feel more withdrawn and disinterested in learning an additional language to English. A key component in many linguistic minority communities to preserve their language is complementary schooling (CS), which has wide-ranging educational and societal implications. This study compared social developmental outcomes and patterns among bilingual children who attended CS and those who did not in London. A sample of 153 pupils aged 4-9 years was recruited including 73 across five CS settings and 80 across four state primary schools. Measures included strength of ethnic and national identities, cognitive, athletic and social competences, exposure and proficiency for each language, and family affluence (FA). Results showed that CS-attendees reported higher proficiency in HL, particularly in literacy, compared to non-attendees. Ethnic and British identities were positively associated with the respective language's proficiency and exposure in both groups, while unique patterns were also observed. Regression models confirmed the unique contributions of HL and CS to ethnic identity, but age and FA were also significant predictors of English proficiency and social competencies. Findings indicate the supportive roles of CS and HL and identity development. Further considerations of these and other factors in subsequent research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01