Academic outcomes of multilingual children in Australia

11 September 2019

Academic outcomes of multilingual children in Australia

This research used data from the LSAC to examine the relationship between the timing of multilingual children’s acquisition of receptive English vocabulary skills and their subsequent reading and numeracy outcomes. Children who begin school with proficient receptive English vocabulary skills, or who acquire proficiency early in schooling, are indistinguishable from their monolingual peers in literacy and numeracy outcomes by 10–11 years. However, later acquisition of receptive English vocabulary skills (i.e. after 6–7 years) was associated with poorer literacy outcomes.

11 September 2019