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Immersion in dual-language programs does not impede children's native language processing.

Anne Neveu1, Ishanti Gangopadhyay2, Susan Ellis Weismer1

  • 1University of Wisconsin-Madison, USA.

The International Journal of Bilingualism : Cross-Disciplinary, Cross-Linguistic Studies of Language Behavior
|August 12, 2024
PubMed
Summary
This summary is machine-generated.

Dual-language immersion (DLI) programs show no negative impact on native English skills in majority-language speakers. Longitudinal study confirms comparable English development for children in DLI versus English-only classrooms.

Keywords:
Bilingualismdual-language immersionlexical processingmajority-language speakersmorphosyntactic processing

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Area of Science:

  • Psycholinguistics
  • Developmental Psychology
  • Bilingual Education

Background:

  • Dual-language immersion (DLI) benefits for minority-language speakers are established.
  • Limited research exists on DLI's impact on majority-language speakers' native English skills.
  • Processing-based language measures may offer greater sensitivity than accuracy-focused ones.

Purpose of the Study:

  • To investigate the longitudinal effects of dual-language immersion (DLI) on majority-language speakers' native English language skills.
  • To compare processing-based and knowledge-based measures of English vocabulary and morphosyntax in DLI and English-only settings.
  • To determine if DLI negatively impacts native language development in young English speakers.

Main Methods:

  • Longitudinal study tracking 66 English-speaking children (33 in DLI, 33 in English-only) over one year.
  • Utilized standardized and processing-based tasks assessing English vocabulary and morphosyntax.
  • Employed linear mixed-effects models to analyze group and time effects on language measures.

Main Results:

  • Both DLI and English-only groups demonstrated comparable growth in English language skills.
  • A minor, temporary effect on processing speed (lexical decision task) was observed in the first year for DLI participants.
  • No significant long-term differences in accuracy or reaction times were found between groups.

Conclusions:

  • Dual-language immersion programs do not appear to negatively affect native English language development in majority-language speakers within the tested age range.
  • Processing-based measures did not reveal hidden costs of DLI on native language skills.
  • Findings suggest DLI is a safe educational approach regarding native language proficiency for English-speaking children.