Language proficiency and competence

Upper elementary students in a Dual-Language Bilingual Education program

Bibliographic Data

ID11184595
AuthorsShuhua He (0000-0001-7462-2724, University of California System, corresponding author), Lu Yang (0000-0002-2623-6789, University of California System), Genevieve Leung (0000-0002-2503-6283, University of San Francisco), Q Zhou (0000-0002-8734-5081, University of California System), Rosina Tong (San Francisco Unified School District, San Francisco, CA, USA), Yuuko Uchikoshi (0000-0003-3455-1698, University of California System)
Year2022
Volume43
Issue6
Pages502-517
Publication date2022-07-03
Open AccessNo
TypeARTICLE
VenueJournal of Multilingual and Multicultural Development (JOURNAL)
Journal identifiersISSN: 0143-4632 • E-ISSN: 1747-7557
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01434632.2021.1987443
OpenAlexW3206490592
LanguageEN
Citations received5
References cited31

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 Lindholm-Leary, K., and Ana Hernández. 2011. “Achievement and Language Proficiency of Latino Students in Dual Language Programmes: Native English Speakers, Fluent English/Previous ELLs, and Current ELLs.” Journal of Multilingual and Multicultural Development 32: 531–545. https://doi.org/10.1080/01434632.2011.611596.[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]), 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.本文探讨了在美国就读英粤语双向式双语课程的小学生的双语熟练程度及其能力发展之间的关系。 我们研究了60名就读该课程的四及五年级儿童的 (a)英语和粤语语言能力 (阅读、写作、听力和口语) 和他们的 (b) 学术、同伴交往、活动参与课堂自我管理能力之间的关系。结果表明, 粤语口语和写作能力对学业能力具有显著的影响。粤语和英语写作能力与学生的课堂能力呈正相关。此外, 较高的英语阅读能力与同伴交往能力呈正相关。本研究反映了粤语和英语能力对积极的自我观念、同伴接纳和利社会行为的有益作用, 并为双向式双语课程和政策的发展提供了参考

Active listening · Bilingual education · Competence (human resources · Curriculum · Dual language · Ell · Language proficiency · Mathematics education · Pedagogy · Teaching method · Vocabulary development · Early Childhood Education and Development · Multilingual Education and Policy · Parental Involvement in Education · Psychology

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