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English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language

Whiteside, K, Gooch, Deborah and Norbury, CF (2016) English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language Child Development, 88 (3). pp. 812-827.

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Abstract

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.

Item Type: Article
Divisions : Faculty of Health and Medical Sciences > School of Psychology
Authors :
NameEmailORCID
Whiteside, KUNSPECIFIEDUNSPECIFIED
Gooch, Deborahd.gooch@surrey.ac.ukUNSPECIFIED
Norbury, CFUNSPECIFIEDUNSPECIFIED
Date : 20 September 2016
Identification Number : 10.1111/cdev.12615
Copyright Disclaimer : © 2016 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Depositing User : Melanie Hughes
Date Deposited : 15 Sep 2017 15:26
Last Modified : 15 Sep 2017 15:26
URI: http://epubs.surrey.ac.uk/id/eprint/842295

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