JOURNAL BROWSE
Search
Advanced SearchSearch Tips
Bilingualism and Development of Social Competence of English Language Learners: A Review
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
Bilingualism and Development of Social Competence of English Language Learners: A Review
Ren, Yonggang; Wyver, Shirley;
  PDF(new window)
 Abstract
To help define future research direction and enhance educational service for children from Asian and Latino immigrant backgrounds, this review examines research investigating social competence with reference to host and heritage language skills. A targeted search obtained 14 peer-reviewed studies published from 1994 to 2014 focusing on children aged from birth to 12 years. Social competence is mainly measured by four dimensions: externalizing behaviours, internalizing behaviours, social skills and relationships with others. The evidence suggests that English proficiency levels are positively associated with social skills and parent-child relationships are of higher quality when parent-child heritage language difference is minimal. However the findings are mixed regarding how English levels are associated with externalizing, internalizing behaviours and relationships with others and how heritage language levels are associated with social competence. This review makes a set of recommendations for future research including assessment of participants` language proficiency with language tests and examination of emotional factors in the relationship between English and social competence. The implications of the findings are also discussed for educators.
 Keywords
immigrant children;social competence;English;heritage languages;
 Language
English
 Cited by
 References
1.
Achenbach, T., McConaughy, S., & Howell, C. (1987). Child/adolescent behavioural and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213-232. crossref(new window)

2.
Barone, D. M. (2004). Case-study research. In N. K. Duke & M. H. Mallette (Eds.), Literacy research methodologies (pp. 7-27). New York: Guilford Press.

3.
Beiser, M., Hamilton, H., Rummens, J. A., Oxman-Martinez, J., Ogilvie, L., Humphrey, C., & Armstrong, R. (2010). Predictors of emotional problems and physical aggression among children of Hong Kong Chinese, Mainland Chinese and Filipino immigrants to Canada. Social Psychiatry & Psychiatric Epidemiology 45(10), 1011-1021. doi: 10.1007/s00127-009-0140-3 crossref(new window)

4.
Bhui, K., McKenzie, K., & Rasul, F. (2007). Rates, risk factors & methods of self harm among minority ethnic groups in the UK: A systematic review. BMC Public Health, 7(1), 336-350. doi: 10.1186/1471-2458-7-336 crossref(new window)

5.
Blair, K. A., Denham, S. A., Kochanoff, A., & Whipple, B. (2004). Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers. Journal of School Psychology, 42(6), 419-443. doi: 10.1016/j.jsp.2004.10.002 crossref(new window)

6.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York: Pearson Education, Inc.

7.
Chang, F., Crawford, G., Early, D., Bryant, D., Howes, C., Burchinal, M., . . . Pianta, R. (2007). Spanish-speaking children's social and language development in pre-kindergarten classrooms. Early Education and Development, 18(2), 243-269. doi: 10.1080/10409280701282959 crossref(new window)

8.
Cheah, C., & Leung, C. (2011). The social development of immigrant children: A focus on Asian and Hispanic children in the United States. In P. Smith & C. Hart (Eds.), The Wiley-Blackwell handbook of childhood social development (2nd ed., pp. 161-180). MA: Blackwell Publishing Limited.

9.
Chen, S. H., Hua, M., Zhou, Q., Tao, A., Lee, E. H., Ly, J., & Main, A. (2014). Parent-child cultural orientations and child adjustment in Chinese American immigrant families. Developmental Psychology, 50(1), 189-201. doi: 10.1037/a0032473 crossref(new window)

10.
Chen, X., & Tse, H. (2010). Social and psychological adjustment of Chinese Canadian children. International Journal of Behavioral Development, 34(4), 330-338. doi: 10.1177/0165025409337546 crossref(new window)

11.
Clarke, P. (2009). Supporting children learning English as a second language in the early years (birth to six years). Retrieved November 10, 2012, from http://www.vcaa.vic.edu.au/Documents/earlyyears/supporting_children_learning_esl.pdf

12.
Coombes, E., Jones, A., Page, A., & Cooper, A. R. (2014). Is change in environmental supportiveness between primary and secondary school associated with a decline in children's physical activity levels? Health & Place, 29(1), 171-178. doi: 10.1016/j.healthplace.2014.07.009 crossref(new window)

13.
Dawson, A., & Williams, S. (2008). The impact of language status as an acculturative stressor on internalizing and externalizing behaviors among Latino/a children: A longitudinal analysis from school entry through third grade. Journal of Youth and Adolescence, 37(4), 399-411. doi: 10.1007/s10964-007-9233-z crossref(new window)

14.
De-Feyter, J., & Winsler, A. (2009). The early developmental competencies and school readiness of low-income, immigrant children: Influences of generation, race/ethnicity, and national origins. Early Childhood Research Quarterly, 24(4), 411-431. crossref(new window)

15.
Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57-89. doi: 10.1207/s15566935eed1701_4 crossref(new window)

16.
Duff, P. A. (2007). Second language socialization as sociocultural theory: Insights and issues. Language Teaching, 40(04), 309-319. doi: 10.1017/S0261444807004508 crossref(new window)

17.
Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality & Social Psychology, 78(1), 136-157. doi: 10.1037/10022-3514.78.1.136 crossref(new window)

18.
Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of Emotion-Related Regulation with Language Skills, Emotion Knowledge, and Academic Outcomes. New Directions for Child and Adolescent Development, 109(109-118).

19.
Galindo, C., & Fuller, B. (2010). The social competence of Latino kindergartners and growth in mathematical understanding. Developmental Psychology, 46(3), 579-592. doi: 10.1037/a0017821 crossref(new window)

20.
Halle, T. G., Whittaker, J. V., Zepeda, M., Rothenberg, L., Anderson, R., Daneri, P., . . . Buysse, V. (2014). The social-emotional development of dual language learners: Looking back at existing research and moving forward with purpose. Early Childhood Research Quarterly, 29(4), 734-749. doi: 10.1016/j.ecresq.2013.12.002 crossref(new window)

21.
Han, W. -J. (2010). Bilingualism and socioemotional well-being. Children and Youth Services Review, 32(5), 720-731. doi: 10.1016/j.childyouth.2010.01.009 crossref(new window)

22.
Han, W. -J., & Huang, C. -C. (2010). The forgotten treasure: Bilingualism and Asian children's emotional and behavioral health. American Journal of Public Health, 100(5), 831-838. doi: 10.2105/AJPH.2009.174219 crossref(new window)

23.
Hebert-Myers, H., Guttentag, C. L., Swank, P. R., Smith, K. E., & Landry, S. H. (2006). The importance of language, social, and behavioral skills across early and later childhood as predictors of social competence with peers. Applied Developmental Science, 10(4), 174-187. doi: 10.1207/s1532480xads1004_2 crossref(new window)

24.
Howes, C., Wishard, G. A., Fuligni, A., Zucker, E., Lee, L., Obregon, N. B., & Spivak, A. (2011). Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language. Early Childhood Research Quarterly, 26(4), 399-408. doi: 10.1016/j.ecresq.2011.02.004 crossref(new window)

25.
Jia, G., & Aaronson, D. (2003). A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics, 24(01), 131-161. doi: 10.1017/S0142716403000079

26.
Le, T. N., & Stockdale, G. D. (2005). Individualism, collectivism, and delinquency in Asian American adolescents. Journal of Clinical Child & Adolescent Psychology, 34(4), 681-691. doi: 10.1207/s15374424jccp3404_10 crossref(new window)

27.
Leyva, D., Berrocal, M., & Nolivos, V. (2014). Spanish-speaking parent-child emotional narratives and children's social skills. Journal of Cognition & Development, 15(1), 22-42. doi: 10.1080/15248372.2012.725188 crossref(new window)

28.
Liew, J., Castillo, L., Chang, B., & Chang, Y. (2011). Temperament, self-regulation, and school adjustment in Asian American children. In L. Leong, D. Juang, D. Qin & H. FitzGerald (Eds.), Asian American and Pacific island children's mental health, Volume 1: Development and context. Westport, CT: Praeger Publishers.

29.
Luchtel, M., Hughes, K., Luze, G., Bruna, K., & Peterson, C. (2010). A comparison of teacher-rated classroom conduct, social skills, and teacher-child relationship quality between preschool English learners and preschool English speakers. NHSA Dialog, 13(2), 92-111. doi: 10.1080/15240751003737877 crossref(new window)

30.
Marks, A., Patton, F., & Coll, C. (2010). More than the A-B-Cs and 1-2-3s: The importance of family cultural socialization and ethnic identity development for children of immigrants' early school success. In E. Grigorenko & R. Takanishi (Eds.), Immigration, diversity, and education (pp. 245-258). New York: Routledge.

31.
McDonald, E. J., McCabe, K., Yeh, M., Lau, A., Garland, A., & Hough, R. L. (2005). Cultural affiliation and self-esteem as predictors of internalizing symptoms among Mexican American adolescents. Journal of Clinical Child & Adolescent Psychology, 34(1), 163-171. doi: 10.1207/s15374424jccp3401_15 crossref(new window)

32.
Oades-Sese, G. V., Esquivel, G. B., Kaliski, P. K., & Maniatis, L. (2011). A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children. Developmental Psychology, 47(3), 747-764. doi: 10.1037/a0021380 crossref(new window)

33.
Ochs, E., & Schieffelin, B. (2011). The theory of language socialization. In E. Ochs & B. Schieffelin (Eds.), The handbook of language socialization (pp. 1-21). Malden, MA: Wiley-Blackwell.

34.
Pumariega, A., Rothe, E., & Pumariega, J. (2005). Mental health of immigrants and refugees. Community Mental Health Journal, 41(5), 581-597. doi: 10.1007/s10597-005-6363-1 crossref(new window)

35.
Raviv, T., Kessenich, M., & Morrison, F. J. (2004). A mediational model of the association between socioeconomic status and three-year-old language abilities: the role of parenting factors. Early Childhood Research Quarterly, 19(4), 528-547. doi: 10.1016/j.ecresq.2004.10.007 crossref(new window)

36.
Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6(1), 111-135. doi: 10.1111/j.1467-9507.1997.tb00097.x crossref(new window)

37.
Sam, D. L. (2006). Adaptation of children and adolescents with immigrant background: Acculturation or development. In M. H. Bornstein & L. R. Cote (Eds.), Acculturation and parent-child relationships: Measurement and development (pp. 97-111). Mahwah, NJ: Erlbaum.

38.
Semrud-Clikeman, M. (2007). Social competence in children. New York: Springer Science Business Media, LLC.

39.
Soltero-Gonzalez, L. (2009). Preschool Latino immigrant children: Using the home language as a resource for literacy learning. Theory Into Practice, 48(4), 283-289. doi: 10.1080/00405840903192771 crossref(new window)

40.
Spomer, M. L., & Cowen, E. L. (2001). A comparison of the school mental health referral profiles of young ESL and English-speaking children. Journal of Community Psychology, 29(1), 69-82.

41.
Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9(2), 69-74. doi: 10.1016/j.tics.2004.12.005 crossref(new window)

42.
Tannenbaum, M., & Howie, P. (2002). The association between language maintenance and family relations: Chinese immigrant children in Australia. Journal of Multilingual and Multicultural Development, 23(5), 408-424. doi: 10.1080/01434630208666477 crossref(new window)

43.
United Nations. (2014). International migration. Retrieved April 21, 2014, from http://esa.un.org/unmigration/wallchart2013.htm

44.
Vaughan, V., Mundy, P., Acra, F., Block, J., Delgado, C., Parlade, M., . . . Pomares, Y. (2007). Infant joint attention, temperament, and social competence in preschool children. Child Development, 78(1), 53-69. crossref(new window)

45.
von Grunigen, R., Kochenderfer-Ladd, B., Perren, S., & Alsaker, F. D. (2012). Links between local language competence and peer relations among Swiss and immigrant children: The mediating role of social behavior. Journal of School Psychology, 50(2), 195-213. doi: 10.1016/j.jsp.2011.09.005 crossref(new window)

46.
Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes (M. Cole, Trans.). Cambridge, MA: Harvard University Press.

47.
Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding students' academic success. Journal of Educational Psychology, 91(1), 76-97. crossref(new window)

48.
Winsler, A., Burchinal, M. R., Tien, H.-C., Peisner-Feinberg, E., Espinosa, L., Castro, D. C., . . . De Feyter, J. (2014). Early development among dual language learners: The roles of language use at home, maternal immigration, country of origin, and socio-demographic variables. Early Childhood Research Quarterly, 29(4), 750-764. doi: 10.1016/j.ecresq.2014.02.008 crossref(new window)

49.
Wong, J. S. (2000). The effects of age and political exposure on the development of party identification among Asian American and Latino immigrants in the United States. Political Behavior, 22(4), 341-371. crossref(new window)

50.
Zhang, W., Hong, S., Takeuchi, D. T., & Mossakowski, K. N. (2012). Limited English proficiency and psychological distress among Latinos and Asian Americans. Social Science & Medicine, 75(6), 1006-1014. doi: 10.1016/j.socscimed.2012.05.012 crossref(new window)