English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language
Copyright policy )English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language
Abstract Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4–5). Academic attainment was assessed in reception and Year 2 (ages 6–7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry.
- University of London United Kingdom
- Royal Holloway University of London United Kingdom
- University of Surrey United Kingdom
- UNIVERSITY OF LONDON United Kingdom
- Royal Holloway, University of London
Empirical Articles, Male, education, Academic Success, Emotions, language impairment, Child Behavior, Multilingualism, Child, Preschool, Humans, Learning, Female, Bilingual, Child, Social Behavior, Follow-Up Studies
Empirical Articles, Male, education, Academic Success, Emotions, language impairment, Child Behavior, Multilingualism, Child, Preschool, Humans, Learning, Female, Bilingual, Child, Social Behavior, Follow-Up Studies
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