Within- and Cross-Language Relations between Oral Language Proficiency and School Outcomes in Bilingual Children with an Immigrant Background

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),...

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Bibliographic Details
Published in:Review of educational research 2016-03, Vol.86 (1), p.237
Main Authors: Prevoo, Mariëlle J. L, Malda, Maike, Mesman, Judi, van IJzendoorn, Marinus H
Format: Article
Language:English
Subjects:
Academic Achievement
Bilingualism
Correlation
Educational Research
Emergent Literacy
Gender Differences
Immigrants
Language Proficiency
Linguistic Theory
Literature Reviews
Mathematics Achievement
Meta Analysis
Native Language
Oral Language
Outcomes of Education
Reading Achievement
Sample Size
Second Language Learning
Spelling
Statistical Analysis
Transfer of Training
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Summary: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 (0.22 < r < 0.43), and cross-language relations for early literacy and reading (0.12 < r < 0.22). Within-language relations were stronger than cross-language relations (0.14 < d < 0.35). 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.
ISSN:0034-6543
DOI:10.3102/0034654315584685