Within- and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children With an Immigrant Background
By M. Prevoo, Maike Malda, J. Mesman, Marinus H. van IJzendoorn. Review of Educational Research, 2016
162 citations recorded by the source corpus.
Sixteen meta-analyses were conducted to examine relations of typically developing bilingual immigrant-background children’s oral language proficiency in their first and second language with the school outcomes of early literacy (k = 41), reading (k = 61), spelling (k = 9), mathematics (k = 9), and academic achievement (k = 9). Moderate to strong within-language relations were found for all school outcomes (.22 < r < .43), and cross-language relations for early literacy and reading (.12 < r < .22). Within-language relations were stronger than cross-language relations (.14 < d < .35). Only 6 out of 96 moderator effects tested were significant. Based on our findings, we propose a task-dependent bidirectional transfer hypothesis: The strength of cross-language transfer depends on the type of language proficiency task and the type of school outcome. Stimulating oral language proficiency in both languages can be a key factor in improving school outcomes of bilingual immigrant background children.
Subfields: Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/4f4c247b893fe83da33c4c1a8283a9842db6040a
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In Developmental and Educational Psychology
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Citations in the corpus
- A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019, background): “Furthermore, in a meta-analysis by Prevoo et al. (2016), it was found that the use of the home language in education is important for the school success of multilingual children.”