Early bilingualism predicts enhanced later foreign language learning in secondary school

Bibliographic Data

ID9787101
AuthorsMy V H Nguyen (0000-0003-3229-8318, George Mason University, corresponding author), Adam Winsler (0000-0001-6504-0802, George Mason University)
Year2021
Volume57
Issue11
Pages1926-1942
Publication date2021-11-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/dev0001248
PMID34914454
OpenAlexW4200387461
LanguageEN
Citations received6

Foreign language learning is generally not required in the United States, despite its link to various cognitive and social benefits later in life. Students who speak a home language different from the instructional language of school may experience unique benefits when learning additional languages in school. The present study examined whether students' early language status (monolingual, dual language learner [DLL], or bilingual) in Kindergarten predicts later foreign language course enrollment and performance in middle and high school. A total of 33,247 students (48% female, 59% Latino, 34% Black, 7% White/Asian/other, 82% receiving free/reduced-price lunch) were assessed for school readiness at age 4 and prospectively followed through high school. Regression analyses predicted foreign language course enrollment and performance in middle or high school, with students' demographic, school readiness, and prior academic performance as covariates. Results show early language status significantly predicts later enrollment and performance in foreign language courses, even after controlling for student demographics, school readiness skills, and early academic achievement. Early bilinguals were more likely to take foreign language courses than DLLs, who enrolled in such courses more than monolingual students. The same pattern favoring bilinguals, then DLLs, then monolinguals was found for performance in foreign language courses. Early bilingualism is an important resource for young children that continues to offer benefits throughout schooling. Implications for heritage language maintenance, language learning, and bilingual education are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Developmental psychology · First language · Foreign language · Language acquisition · Language development · Language proficiency · Linguistics · Mathematics education · MEDLINE · Multilingualism · Neuroscience of multilingualism · Pedagogy · PsycINFO · Education Practices and Evaluation · Educational Practices and Challenges · Psychology · Reading and Literacy Development

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