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Bilingualism and socioemotional well-being

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  • Han, Wen-Jui

Abstract

Using the Early Childhood Longitudinal Study -- Kindergarten Cohort (ECLS-K), this paper examines Latino children's socioemotional trajectories from kindergarten to fifth grade, paying particular attention to children's language proficiency. Results from the growth-curve analysis indicate that most Latino children who spoke a non-English language were doing as well as, if not better than, their White English Monolingual peers on socioemotional well-being. By fifth grade, Fluent Bilingual and Non-English-Dominant Bilingual children were surpassing every other group with the highest levels of approaches-to-learning, self-control, and interpersonal skills and the lowest levels of internalizing and externalizing behavior problems. English-Dominant Bilingual children had similar levels and trajectories of socioemotional well-being as those of White English Monolingual children. Non-English Monolingual children, however, had the lowest self-control and interpersonal skills and the highest level of internalizing problems by fifth grade, as rated by their teachers.

Suggested Citation

  • Han, Wen-Jui, 2010. "Bilingualism and socioemotional well-being," Children and Youth Services Review, Elsevier, vol. 32(5), pages 720-731, May.
  • Handle: RePEc:eee:cysrev:v:32:y:2010:i:5:p:720-731
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    References listed on IDEAS

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    1. Alejandro Portes & Lingxin Hao, 1998. "E Pluribus Unum: Bilingualism and Language Loss in the Second Generation," Economics Working Paper Archive wp_229, Levy Economics Institute.
    2. Alejandro Portes & Lingxin Hao, 1998. "E Pluribus Unum: Bilingualism and Language Loss in the Second Generation," Macroeconomics 9805006, University Library of Munich, Germany.
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    Cited by:

    1. Cobb-Clark Deborah A. & Harmon Colm & Staneva Anita, 2021. "The bilingual gap in children's language, emotional, and pro-social development," IZA Journal of Labor Economics, Sciendo & Forschungsinstitut zur Zukunft der Arbeit GmbH (IZA), vol. 10(1), pages 1-41, January.

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