Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programs

Harbon, L; Fielding, R

Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programs

Harbon, L

Fielding, R

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Publisher:: Taylor and Francis
Publication Type:: Journal Article
Citation:: International Journal of Bilingual Education and Bilingualism, 2022, 25, (3), pp. 997-1020
Issue Date:: 2022-03-07

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Field	Value	Language
dc.contributor.author	Harbon, L https://orcid.org/0000-0002-7873-400X
dc.contributor.author	Fielding, R
dc.date.accessioned	2022-03-08T02:42:12Z
dc.date.available	2022-03-08T02:42:12Z
dc.date.issued	2022-03-07
dc.identifier.citation	International Journal of Bilingual Education and Bilingualism, 2022, 25, (3), pp. 997-1020
dc.identifier.uri	http://hdl.handle.net/10453/155048
dc.description.abstract	The enduring monolingual mindset in English-speaking countries results in widespread belief that additional language learning takes time away from literacy in the societal language. Yet, extensive research has shown that time spent learning additional languages enhances learners’ literacy skills, providing first language literacy is sufficiently supported. This paper examines the achievements of students at four primary schools in Australia, where bilingual programmes were implemented to teach subject content through an additional language. Data from the national standardised literacy and numeracy assessment were gathered to compare students within the bilingual programmes with those not in the bilingual programmes. Results show higher performance for students in the bilingual programmes compared to their peers in monolingual classes. Drawing on data from a broader study of formal and informal assessment in these schools, this paper presents the standardised test results and teacher qualitative beliefs about literacy development. Findings show that the bilingual style of learning suits children irrespective of many contextual factors and that children’s literacy in English is enhanced by the addition of a second or subsequent language.
dc.language	en
dc.publisher	Taylor and Francis
dc.relation	NSW Department of Education and Training
dc.relation.ispartof	International Journal of Bilingual Education and Bilingualism
dc.relation.isbasedon	10.1080/13670050.2020.1734531
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in Ruth Fielding, Marianne Turner. (2022) Parental evaluation of ‘success’ and its influence on the implementation of bilingual education programmes in Australian primary settings. International Journal of Bilingual Education and Bilingualism 0:0, pages 1-13. , available online: http://doi.org/10.1080/13670050.2020.1734531
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1302 Curriculum and Pedagogy, 1702 Cognitive Sciences, 2004 Linguistics
dc.subject.classification	Languages & Linguistics
dc.title	Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programs
dc.type	Journal Article
utslib.citation.volume	25
utslib.location.activity	Australia
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1702 Cognitive Sciences
utslib.for	2004 Linguistics
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-03-08T02:42:10Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	25
utslib.citation.issue	3

Abstract:

The enduring monolingual mindset in English-speaking countries results in widespread belief that additional language learning takes time away from literacy in the societal language. Yet, extensive research has shown that time spent learning additional languages enhances learners’ literacy skills, providing first language literacy is sufficiently supported. This paper examines the achievements of students at four primary schools in Australia, where bilingual programmes were implemented to teach subject content through an additional language. Data from the national standardised literacy and numeracy assessment were gathered to compare students within the bilingual programmes with those not in the bilingual programmes. Results show higher performance for students in the bilingual programmes compared to their peers in monolingual classes. Drawing on data from a broader study of formal and informal assessment in these schools, this paper presents the standardised test results and teacher qualitative beliefs about literacy development. Findings show that the bilingual style of learning suits children irrespective of many contextual factors and that children’s literacy in English is enhanced by the addition of a second or subsequent language.

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http://hdl.handle.net/10453/155048