The forgotten treasure: Bilingualism and asian children's emotional and behavioral health
W.-J. Han and
C.-C. Huang
American Journal of Public Health, 2010, vol. 100, issue 5, 831-838
Abstract:
Objectives. We investigated the relation between the language status of children and their behavioral and emotional well-being during their early school years. Methods. Behavioral and emotional well-being were drawn from teacherreported data and included externalizing and internalizing behaviors. Three-level growth curve analyses were conducted on a subsample (n = 12586) of children from the Early Childhood Longitudinal Study, kindergarten cohort, who originated from Asian countries. US-born, non-Hispanic White children served as the comparison group. Results. All children started with a similar level of internalizing and externalizing behaviors at kindergarten entry. The growth rate of problem behaviors was slowest in fluent bilingual and non-English-dominant bilingual children compared with White English-monolingual children. By contrast, problem behaviors increased at a significantly faster rate in non-English-monolingual children, who had the highest level of problem behaviors among all children by fifth grade. Conclusions. By fifth grade, fluent bilingual and non-English-dominant bilingual children had the lowest levels of internalizing and externalizing behaviors, whereas non-English-monolingual children had the highest levels of both behavior problems. Our data suggest emotional and behavioral benefits of being bilingual.
Date: 2010
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Persistent link: https://EconPapers.repec.org/RePEc:aph:ajpbhl:10.2105/ajph.2009.174219_6
DOI: 10.2105/AJPH.2009.174219
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