Academic Achievement, Language Proficiency and Socialisation of Bilingual Children in a Monolingual Greek Cypriot-speaking School Environment  

Oleh:

Papapavlou, Andreas N.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 2 no. 4 (1999), page 252 — 267.
Fulltext: Vol. 2, No. 4, 252 — 267.pdf (280.14KB)

Isi artikel

The present study (1) investigates the academic success of bilingual primary school children from various language backgrounds in a monol ingual Greek Cypriot-speaking school environment and theirmastery ofModernGreek by comparison with their monolingual counterparts and (2) examineswhether these children face any problems of socialisation, adjustment and cultural identity. Thirty-nine bilingual primary school children and 210 monolingual Greek Cypriot children between the ages of 9 to 13 took part in this study. The bilingual childrencompleted a questionnaire which examined such issues as socialisation, simultaneous acquisition of their languages,mastery and proficiency of their languages, code-switching and feelings of loyalty towards the language communities they belong to. Also, the teachers whose children took part in this study were asked to provide end-of-year class reports (that included final grades of academic achievement) of all their pupils (210 monolingual and 39 bilingual). The obtained results from several statistical tests (comparisons of responses, correlations and a chi-square) are in line with findings of recent studies which claimthat bilingualismenhances childrens educational, social and intellectual achievements (Cummins, 1996).

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