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Impact of early English language teaching on L1 and L2 developmentin children in Dutch schools.

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Title: Impact of early English language teaching on L1 and L2 developmentin children in Dutch schools.
Authors: Goorhuis-Brouwer, Sieneke1 s.m.goorhuis.brouwer@kno.umcg.nl, de Bot, Kees1
Source: International Journal of Bilingualism. Sep2010, Vol. 14 Issue 3, p289-302. 14p. 5 Charts.
Subject Terms: *English language education, *Second language acquisition, *Bilingualism, *Reynell Developmental Language Scales, *Language testing of children, *Language exams
Geographic Terms: Netherlands
Abstract: This article reports on the outcomes of a project aimed at the evaluation of early English language teaching (EELT) in Dutch primary education, starting at age 4. Between 2003 and 2008 four cohorts of first- and second-grade children receiving one to three hours of English language teaching per week were tested with standardized Dutch and English versions of the Reynell tests for language development. The outcomes show that all children acquire some basic skills in English leading to a native age equivalent of 2.5 years for comprehension and 2.1 years for language production. First language (L1) development is not affected by the EELT program in the sense that the majority of the children are within the age equivalent range. Furthermore, children with a non-Dutch background do not suffer from EELT in the sense that their L2 Dutch development is within the normal range though significantly lower than that of their Dutch peers. It is concluded that some of the arguments against early foreign language teaching, in particular the problems it might have for L1 development and the additional problems in language acquisition it could pose for non-native children, are not supported by our data. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Bilingualism is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Impact of early English language teaching on L1 and L2 developmentin children in Dutch schools.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Bilingualism%22">International Journal of Bilingualism</searchLink>. Sep2010, Vol. 14 Issue 3, p289-302. 14p. 5 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Label: Abstract
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  Data: This article reports on the outcomes of a project aimed at the evaluation of early English language teaching (EELT) in Dutch primary education, starting at age 4. Between 2003 and 2008 four cohorts of first- and second-grade children receiving one to three hours of English language teaching per week were tested with standardized Dutch and English versions of the Reynell tests for language development. The outcomes show that all children acquire some basic skills in English leading to a native age equivalent of 2.5 years for comprehension and 2.1 years for language production. First language (L1) development is not affected by the EELT program in the sense that the majority of the children are within the age equivalent range. Furthermore, children with a non-Dutch background do not suffer from EELT in the sense that their L2 Dutch development is within the normal range though significantly lower than that of their Dutch peers. It is concluded that some of the arguments against early foreign language teaching, in particular the problems it might have for L1 development and the additional problems in language acquisition it could pose for non-native children, are not supported by our data. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Bilingualism is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1367006910367846
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 289
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      – SubjectFull: English language education
        Type: general
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Bilingualism
        Type: general
      – SubjectFull: Reynell Developmental Language Scales
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      – SubjectFull: Language testing of children
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      – SubjectFull: Language exams
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      – SubjectFull: Netherlands
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      – TitleFull: Impact of early English language teaching on L1 and L2 developmentin children in Dutch schools.
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              M: 09
              Text: Sep2010
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              Y: 2010
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