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ERIC Number: EJ1020860
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0300-4430
Relationships between Receptive Vocabulary in English and Cantonese Proficiency among Five-Year-Old Hong Kong Kindergarten Children
Shing, Richard Wong Kwok; Perry, Conrad; MacWhinney, Brian; Oi-ling, Irene Wong
Early Child Development and Care, v183 n10 p1407-1419 2013
There is little consensus among different early childhood education stakeholders in Hong Kong on whether it is beneficial or detrimental for children to receive an English bilingual education before the age of 6. This longitudinal study investigated the issue of potential "detrimental effects of learning English" on Hong Kong kindergarten children's performance in L1 (Cantonese) and L2 (English) over a six-month period. The sample consisted of 53 children, 29 of whom went to international schools and received 90 minutes of daily in-class English instruction, and 24 of whom went to local schools, and received 20 minutes of daily in-class English instruction. Analyses of the relationship between L1 and L2 development showed "no" evidence that learning a second language is detrimental to the learning of the first. This was despite the large difference in the amount of in-school instruction time the children who went to local vs. international schools received. Children in the international schools vastly outperformed those in the local schools in English. We found no evidence that learning a second language is detrimental to learning more general cognitive skills. The results provided very weak evidence for the opposite. Thus, learning English as a second language in Hong Kong before the age of 6 did not harm children's learning in any way.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Raven Progressive Matrices; Reynell Developmental Language Scales
Grant or Contract Numbers: N/A