ERIC Number: ED066220
Record Type: Non-Journal
Publication Date: 1969-Jul
Reference Count: N/A
The School Achievement of Kindergarten Pupils for Whom English is a Second Language: A Longitudinal Study Using Data from the Study of Achievement.
Rogers, R. S.; Wright, E. N.
From the Toronto, Canada, longitudinal Study of Achievement, data on the school performance of children for whom English was a second language are presented. Data sources were pupil profile folders, teacher rating questionnaires, Metropolitan Achievement Test, Otis Quick-Scoring Mental Ability Test, student mobility cards, and referrals to psychological service. Approximately two-thirds of the subject population were monolingual (spoke only English) and one-third spoke only another language and/or English and another language. The results showed that: (1) those pupils for whom English was a second language overcame their performance deficit (due to lack of English fluency) by Grade 3 when they were ahead of monolingual students; (2) they were more likely to leave the school system and enter the separate school system than were monolinguals; (3) they were less likely to be referred to Child Adjustment Services; and (4) they were not a homogeneous group. Speculation regarding these findings center on whether (1) the bilingual advantage continues into the higher grades, (2) exposure to two languages raises school performance, and (3) selective immigration, "national differences," differential performance of rural and urban dwellers, or some other factors are being reflected. (JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Toronto Board of Education (Ontario). Research Dept.
Identifiers - Location: Canada (Toronto)
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests