English language proficiency and early school attainment among children learning English as an additional language

Katie Elizabeth Whiteside; Debbie Gooch; Courtenay Norbury

doi:10.1111/cdev.12615

English language proficiency and early school attainment among children learning English as an additional language

Katie Elizabeth Whiteside, Debbie Gooch, Courtenay Norbury

Health Sciences

Research output: Contribution to journal › Article › peer-review

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.

Original language	English
Pages (from-to)	812-827
Journal	Child Development
Volume	88
Issue number	3
Early online date	Sept 2016
DOIs	https://doi.org/10.1111/cdev.12615
Publication status	Published - May 2017

Bibliographical note

Access to Document

10.1111/cdev.12615

Whiteside_et_al-2017-Child_Development
© 2016 The Authors
Final published version, 505 KBLicence: CC BY

Cite this

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