Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK

Article


Husain, L. and Lam, V. 2021. Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK. Language and Education. https://doi.org/10.1080/09500782.2021.1983586
AuthorsHusain, L. and Lam, V.
Abstract

The UK is linguistically rich but faces a reducing uptake of language learning in schools, as pupils feel more withdrawn and disinterested in learning an additional language to English. A key component in many linguistic minority communities to preserve their language is complementary schooling (CS), which has wide-ranging educational and societal implications. This study compared social developmental outcomes and patterns among bilingual children who attended CS and those who did not in London. A sample of 153 pupils aged 4–9 years was recruited including 73 across five CS settings and 80 across four state primary schools. Measures included strength of ethnic and national identities, cognitive, athletic and social competences, exposure and proficiency for each language, and family affluence (FA). Results showed that CS-attendees reported higher proficiency in HL, particularly in literacy, compared to non-attendees. Ethnic and British identities were positively associated with the respective language’s proficiency and exposure in both groups, while unique patterns were also observed. Regression models confirmed the unique contributions of HL and CS to ethnic identity, but age and FA were also significant predictors of English proficiency and social competencies. Findings indicate the supportive roles of CS and HL and identity development. Further considerations of these and other factors in subsequent research are discussed.

KeywordsBilingualism; Complementary Schools; Heritage Language; Identity
JournalLanguage and Education
ISSN1747-7581
0950-0782
Year2021
PublisherTaylor & Francis
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/09500782.2021.1983586
Publication dates
Online06 Oct 2021
Publication process dates
Accepted16 Sep 2021
Deposited24 Nov 2021
FunderEconomic and Social Research Council (ESRC)
Copyright holder© 2021 Taylor & Francis
Additional information

This is an Accepted Manuscript version of the following article, accepted for publication in Language and Education: Layal Husain & Virginia Lam (2021) Growing up bilingual: language proficiency, social identities and competences of complementary school-attendees and non-attendees in the UK, Language and Education, DOI: 10.1080/09500782.2021.1983586. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Understanding The Benefits of Growing Up Bilingual: The First Timepoint of A Longitudinal Study
Husain, L. and Lam, V. 2020. Understanding The Benefits of Growing Up Bilingual: The First Timepoint of A Longitudinal Study. Bilingualism Matters Research Symposium 2020. Online 22 - 22 Sep 2020