AERA Presentation
April 2019
Our project coordinator, Neva He, presented on a panel on Chinese Dual Immersion Programs. Co-authors: Lu Yang, Ty Brownridge, Genevieve Leung, Qing Zhou, and Yuuko Uchikoshi
Abstract:
Objective: Our study examines the links between second language acquisition (SLA) and self-perceived competence of elementary students enrolled in a Dual-Language Immersion (DLI) program. Specifically, we examined the relationship between (a) bilingual (English and Chinese) language proficiency and (b) children’s self-perceived competence in academic, peer relationships, activities involvement and classroom behavior domains.
Perspectives: Previous research has found positive relations between students’ language proficiency and academic achievement, yet fewer studies have considered self-perceived competence and how language learning relates to competence in SLA. By middle childhood, academic competence and peer relationships are important domains of success for monolingual English-speaking children. As children in DLI programs are immersed in two languages and cultures, the links between their bilingual proficiency and self-perceived competence may be more complex than those found in English monolinguals.
Methods and Data: Data came from 60 students (35 fourth grade; 25 fifth grade) enrolled in a Cantonese-English DLI program in a metropolitan area in western U.S. 44 identified as Cantonese heritage learners, while the remaining 16 did not. Students completed a survey, which includes the Coatsworth Competence Scale to assess their self-perceived competence. Language proficiency in Cantonese (Avant STAMP 4Se) and English (SBAC) listening, reading, and writing were collected from students’ district records. A subset of children participated in a focus group session.
Results: Multiple regression results showed that both Cantonese speaking and writing had significant main effects on perceived academic competence. These effects remained significant even after controlling for English speaking/writing proficiency. Moreover, both Cantonese and English writing proficiency were positively related to perceived classroom competence. Additionally, higher English reading was positively associated with perceived peer competence.
Significance: The findings provide some initial evidence for potential benefits of bilingual language acquisition on self-perceived competence in school-aged dual language learners. Results highlight the different roles of Cantonese and English proficiency on positive self, peer acceptance, and prosocial behavior. Focus group transcripts are consistent with these quantitative findings. Policy and instructional implications will be discussed.
