Bilingualism and Academic Achievement
Bilingualism and Academic Achievement
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DOI：
10.1111/j.1467-8624.2011.01686.x
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发表时间：
2012-01-01
影响因子：
4.6
通讯作者：
Han, Wen-Jui
中科院分区：
文献类型：
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作者：
Han, Wen-Jui
本研究利用幼儿纵向研究（幼儿园队列），探讨了双语在儿童早期学年学业发展轨迹中所发挥的作用，特别关注学校环境（N = 16,380）。生长曲线结果显示，尽管混合双语儿童在幼儿园时数学成绩较低，但到五年级时就完全缩小了与白人英语单语同龄人的数学差距。然而，由于非英语为主的双语者和非英语单语者进入幼儿园时的阅读和数学成绩明显低于单语英语的同龄人，因此到五年级时，前一组的分数仍然明显较低。儿童学业成绩差异缩小的三分之一是由学校因素造成的。
Using the Early Childhood Longitudinal Study, Kindergarten Cohort, this study examines the role that bilingualism plays in childrens academic developmental trajectories during their early school years, with particular attention on the school environment (N = 16,380). Growth-curve results showed that despite starting with lower math scores in kindergarten, Mixed Bilingual children fully closed the math gap with their White English Monolingual peers by fifth grade. However, because non-English-Dominant Bilinguals and non-English Monolinguals started kindergarten with significantly lower reading and math scores compared to their English Monolingual peers, by fifth grade the former groups still had significantly lower scores. School-level factors explained about one third of the reductions in the differences in childrens academic performance.