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ERIC Number: ED493636
Record Type: Non-Journal
Publication Date: 2005-Jun
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
In Their Own Language...Education for All. Education Notes
Human Development Network Education
That children learn better if they understand the language spoken in school would seem an obvious observation--and indeed, it is borne out by study after study. Even where an important goal of schooling is for children to learn a second language, this too is facilitated by starting with a language children already know. Research provides convincing evidence that a second language is learned best when a first language is learned well. In the late-exit bilingual model, children learn to read in the language that they speak at home, with a second language introduced in the early grades. Instructional time in that language then increases gradually. First language instruction results in: (1) increased access and equity; (2) improved learning outcomes; (3) reduced repetition and dropout rates; (4) sociocultural benefits; and (5) lower overall costs. Bilingual programs have generally been instituted in rural areas, among more marginalized populations. They have been widely shown to help those children stay in school longer, reach higher levels of education overall and increase social mobility. (Contains 1 chart and 1 table.) [This report was produced by the World Bank's Education Advisory Service and reflects contributions from Penelope Bender, Nadine Dutcher, David Klaus, Jane Shore, and Charlie Tesar.]
Descriptors: Second Languages
Human Development Network Education Sector. Available from: World Bank Group. 1818 H Street NW, Washington, DC 20433. Tel: 800-645-7247; Tel: 202-458-5454; Fax: 202-522-1500; e-mail: pic@worldbank.org; e-mail: books@worldbank.org; Web site: http://go.worldbank.org/46RX8ZK7U0
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: World Bank, Washington, DC.