The Bilingual Gap in Children's Language and Emotional Development
Deborah Cobb-Clark (),
Colm Harmon and
Anita Staneva ()
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Anita Staneva: University of Sydney
No 11800, IZA Discussion Papers from Institute for the Study of Labor (IZA)
In this paper we examine whether – conditional on other family inputs – bilingual children achieve different outcomes in language and emotional development. Our data come from the UK Millennium Cohort Study (MCS) which allows us to analyze children's language and emotional development in depth. We relax the usual assumption that the production function underpinning child development is not itself a function of the age of the child and estimate the bilingual gap in children's language and emotional development as a cumulative process that depends on current and past endowments of cognitive and non-cognitive capacity. We find that the language development of bilingual children is not significantly different to that of their monolingual peers; however, there is evidence of a positive effect of bilingualism on emotional development.
Keywords: cognitive and non-cognitive skills; production function; value-added model; cohort studies (search for similar items in EconPapers)
JEL-codes: I20 J24 D10 (search for similar items in EconPapers)
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Working Paper: The Bilingual Gap in Children’s Language and Emotional Development (2018)
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Persistent link: https://EconPapers.repec.org/RePEc:iza:izadps:dp11800
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