ERIC Number: EJ1051789
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Reference Count: 81
Socio-Emotional Skills, Behavior Problems, and Spanish Competence Predict the Acquisition of English among English Language Learners in Poverty
Winsler, Adam; Kim, Yoon Kyong; Richard, Erin R.
Developmental Psychology, v50 n9 p2242-2254 Sep 2014
This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language, cognitive, socio-emotional, and behavioral skills were followed through kindergarten. Multivariate analyses demonstrated that Spanish-speaking preschoolers with greater initiative, self-control, and attachment and fewer behavior problems at age 4 were more successful in obtaining English proficiency by the end of kindergarten compared to those initially weaker in these skills, even after controlling for cognitive/language skills and demographic variables. Also, greater facility in Spanish at age 4 predicted the attainment of English proficiency. Social and behavioral skills and proficiency in Spanish are valuable resources for low-income English language learners during their transition to school.
Descriptors: Individual Differences, Cognitive Ability, Spanish Speaking, Language Skills, Social Behavior, Emotional Response, Predictor Variables, Second Language Learning, English (Second Language), Low Income Groups, Hispanic Americans, Preschool Children, Kindergarten, Statistical Analysis, Parent Influence, Family Characteristics, Behavior Problems, Longitudinal Studies, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: Early Childhood Environment Rating Scale