Sociocultural Predictors of Children's Papiamento and Dutch Reading Literacy in the Dutch Caribbean
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| Title: | Sociocultural Predictors of Children's Papiamento and Dutch Reading Literacy in the Dutch Caribbean |
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| Language: | English |
| Authors: | Melissa van der Elst-Koeiman, Eliane Segers (ORCID |
| Source: | Journal of Multilingual Education Research. 2024-2025 13:5-26. |
| Availability: | New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 6 Middle Schools |
| Descriptors: | Sociocultural Patterns, Indo European Languages, Literacy, Native Language, Second Language Learning, Books, Family Environment, Reading Attitudes, Socioeconomic Status, Predictor Variables, Language Attitudes, Grade 4, Elementary School Students, Postcolonialism, Grade 6, Scores, Language Usage, Student Attitudes, Correlation, Foreign Countries, Creoles |
| Geographic Terms: | Curacao |
| ISSN: | 2153-4799 |
| Abstract: | This study examined how Papiamento and Dutch attitude and home literacy environment of 168 children in fourth grade of the post-colonial Dutch Caribbean, predicted L1 and L2 reading literacy in sixth grade. Overall, children had higher scores for reading literacy in L1 Papiamento as compared with L2 Dutch. They showed more positive attitudes towards their mother tongue, regarding language use, reading, and media use. Furthermore, literacy activities at home were more frequent in L1 than in L2, although they reported having more books at home in L2 than in L1. Finally, L1 home literacy activities were negatively related to L1 reading literacy, while L2 language and reading attitude and the number of books at home in L2, were positively related to L2 reading literacy. However, the relationship between L1 home literacy activities and L1 reading literacy, disappeared after controlling for socioeconomic status (SES). It is concluded that sociocultural predictors are of importance for reading literacy, but that they influence L1 and L2 reading literacy differently. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469266 |
| Database: | ERIC |
| Abstract: | This study examined how Papiamento and Dutch attitude and home literacy environment of 168 children in fourth grade of the post-colonial Dutch Caribbean, predicted L1 and L2 reading literacy in sixth grade. Overall, children had higher scores for reading literacy in L1 Papiamento as compared with L2 Dutch. They showed more positive attitudes towards their mother tongue, regarding language use, reading, and media use. Furthermore, literacy activities at home were more frequent in L1 than in L2, although they reported having more books at home in L2 than in L1. Finally, L1 home literacy activities were negatively related to L1 reading literacy, while L2 language and reading attitude and the number of books at home in L2, were positively related to L2 reading literacy. However, the relationship between L1 home literacy activities and L1 reading literacy, disappeared after controlling for socioeconomic status (SES). It is concluded that sociocultural predictors are of importance for reading literacy, but that they influence L1 and L2 reading literacy differently. |
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| ISSN: | 2153-4799 |
