Academic outcomes of multilingual children in Australia.
Purpose: The Australian educational system is increasingly challenged to meet the needs of multilingual students, who comprise a fifth of the student population. Within the context of a monolingual English curriculum, multilingual children who enter school not yet English proficient may be at risk o...
| Publicado en: | International Journal of Speech-Language Pathology Vol. 20; no. 4; pp. 393 - 406 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Aug2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=130773248&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 130773248 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Aug2018 vid: 20 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 130773248 130773248 130773248 10.1080/17549507.2017.1292546 130773248 ppf: 393 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Academic outcomes of multilingual children in Australia. aug: au: O’Connor, Meredith O’Connor, Elodie Tarasuik, Joanne Gray, Sarah Kvalsvig, Amanda Goldfeld, Sharon affil: Centre for Community Child Health, Murdoch Childrens Research Institute, Royal Children’s Hospital, Parkville, Australia sug: subj: Outcomes of Education Australia Multilingualism In Infancy and Childhood Australia Human Data Analysis Software Female Male Multiple Logistic Regression Odds Ratio Confidence Intervals Child Clinical Assessment Tools Secondary Analysis Child: 6-12 years Female Male ab: Purpose: The Australian educational system is increasingly challenged to meet the needs of multilingual students, who comprise a fifth of the student population. Within the context of a monolingual English curriculum, multilingual children who enter school not yet English proficient may be at risk of experiencing inequitable educational outcomes. Method: We examined the relationship between the timing of multilingual children’s acquisition of receptive English vocabulary skills and subsequent reading and numeracy outcomes, as well as factors associated with earlier versus later timing of acquisition. Data were drawn from the Kindergarten-cohort (n = 4983) of the Longitudinal Study of Australian Children - a nationally representative, community sample of Australian children. Result: Linear regression analyses revealed that multilingual children who begin school with proficient receptive English vocabulary skills, or who acquire proficiency early in schooling, are indistinguishable from their monolingual peers in literacy and numeracy outcomes by 10-11 years. However, later acquisition of receptive English vocabulary skills (i.e. after 6-7 years) was associated with poorer literacy outcomes. In turn, socioeconomic disadvantage and broader language or learning problems predicted this later acquisition of receptive English vocabulary skills. Conclusion: All children need to be supported during the early years of school to reach their full educational potential. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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