ERIC Number: EJ1140490
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
English Language Proficiency and Early School Attainment among Children Learning English as an Additional Language
Whiteside, Katie E.; Gooch, Debbie; Norbury, Courtenay F.
Child Development, v88 n3 p812-827 May-Jun 2017
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.
Descriptors: English Language Learners, Language Proficiency, English (Second Language), Monolingualism, Preschool Children, Elementary School Students, Academic Achievement, Longitudinal Studies, Comparative Analysis, Emotional Problems, Behavior Problems, Foreign Countries, Child Behavior, Questionnaires, Screening Tests, National Competency Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire
Grant or Contract Numbers: N/A