Children achievement in two second languages: The roles of gender, language use domains and beliefs
Title
Children s achievement in two second languages: The roles of gender, language use domains and beliefs.
Children s achievement in two second languages: The roles of gender, language use domains and beliefs.
Keywords: Trilingual, two second languages, home language, school language, second language achievement
Authors
Harshita Aini Haroon, PhD and Azlina Murad Sani, PhD
Universiti Utara, Malaysia
Harshita Aini Haroon, PhD and Azlina Murad Sani, PhD
Universiti Utara, Malaysia
Bio Data
Harshita Aini Haroon is a senior lecturer at Universiti Utara Malaysia. She holds a PhD from the University of Leeds. She trains TESL teachers at the university College of Arts and Sciences. Her major research interests are trilingualism and content-based instruction.
Azlina Murad Sani is an associate professor at Universiti Utara Malaysia. She holds a PhD from Reading University. She trains TESL teachers at the university College of Arts and Sciences. Her major research interests are applied linguistics and second language reading.
Abstract
The study investigated associations between young children s gender, language use and language learning beliefs, with their achievement in two second languages. Contextualised within a learning situation where 9-11 year olds attend school and learn two second languages, one of which is also the school medium of instruction, data were gathered by means of a questionnaire, and from school records. Achievements in all the three languages were found to positively correlate with each other. Gender findings support previous findings on girls dominance in languages, and significant differences were noted in the children s language achievements based on the languages they use at home and at school. Significant associations with English achievement were also observed in particular language learning beliefs and communication strategies.
The study investigated associations between young children s gender, language use and language learning beliefs, with their achievement in two second languages. Contextualised within a learning situation where 9-11 year olds attend school and learn two second languages, one of which is also the school medium of instruction, data were gathered by means of a questionnaire, and from school records. Achievements in all the three languages were found to positively correlate with each other. Gender findings support previous findings on girls dominance in languages, and significant differences were noted in the children s language achievements based on the languages they use at home and at school. Significant associations with English achievement were also observed in particular language learning beliefs and communication strategies.
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See pages 234-266
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[/private]Category: Main Editions, Volume 11 Issue 3
