The bilingual gap in children's language, emotional, and pro-social development

In this paper we examine whether – conditional on other child endowments and family inputs – bilingual children achieve different language, emotional, and pro-social developmental outcomes. Our data, which allow us to analyze children's development in a dynamic framework, are extracted from the...

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Auteurs principaux:	Cobb-Clark Deborah A., Harmon Colm, Staneva Anita
Format:	article
Langue:	EN
Publié:	Sciendo 2021
Sujets:	cognitive and non-cognitive skills production function value-added model cohort studies i20 j24 d10 Economic growth, development, planning HD72-88 Labor. Work. Working class HD4801-8943
Accès en ligne:	https://doaj.org/article/ecabd35483a34cab949b9c566bfa2cf7
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spelling	oai:doaj.org-article:ecabd35483a34cab949b9c566bfa2cf72021-12-05T14:11:08ZThe bilingual gap in children's language, emotional, and pro-social development2193-899710.2478/izajole-2021-0001https://doaj.org/article/ecabd35483a34cab949b9c566bfa2cf72021-01-01T00:00:00Zhttps://doi.org/10.2478/izajole-2021-0001https://doaj.org/toc/2193-8997In this paper we examine whether – conditional on other child endowments and family inputs – bilingual children achieve different language, emotional, and pro-social developmental outcomes. Our data, which allow us to analyze children's development in a dynamic framework, are extracted from the UK Millennium Cohort Study (MCS). We model the development production functions for bilingual children using cumulative value-added specifications, which account for parental investments and children's own ability. Analysis based on child age confirms that bilingual children initially have worse language skills than their monolingual peers. The commencement of schooling appears to attenuate these differences, and by age seven, bilingual children have a developmental advantage. We find evidence of a positive relationship between bilingualism and some aspects of emotional development, and it is mainly boys who appear to benefit from their bilingual background.Cobb-Clark Deborah A.Harmon ColmStaneva AnitaSciendoarticlecognitive and non-cognitive skillsproduction functionvalue-added modelcohort studiesi20j24d10Economic growth, development, planningHD72-88Labor. Work. Working classHD4801-8943ENIZA Journal of Labor Economics, Vol 10, Iss 1, Pp 503-527 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	cognitive and non-cognitive skills production function value-added model cohort studies i20 j24 d10 Economic growth, development, planning HD72-88 Labor. Work. Working class HD4801-8943
spellingShingle	cognitive and non-cognitive skills production function value-added model cohort studies i20 j24 d10 Economic growth, development, planning HD72-88 Labor. Work. Working class HD4801-8943 Cobb-Clark Deborah A. Harmon Colm Staneva Anita The bilingual gap in children's language, emotional, and pro-social development
description	In this paper we examine whether – conditional on other child endowments and family inputs – bilingual children achieve different language, emotional, and pro-social developmental outcomes. Our data, which allow us to analyze children's development in a dynamic framework, are extracted from the UK Millennium Cohort Study (MCS). We model the development production functions for bilingual children using cumulative value-added specifications, which account for parental investments and children's own ability. Analysis based on child age confirms that bilingual children initially have worse language skills than their monolingual peers. The commencement of schooling appears to attenuate these differences, and by age seven, bilingual children have a developmental advantage. We find evidence of a positive relationship between bilingualism and some aspects of emotional development, and it is mainly boys who appear to benefit from their bilingual background.
format	article
author	Cobb-Clark Deborah A. Harmon Colm Staneva Anita
author_facet	Cobb-Clark Deborah A. Harmon Colm Staneva Anita
author_sort	Cobb-Clark Deborah A.
title	The bilingual gap in children's language, emotional, and pro-social development
title_short	The bilingual gap in children's language, emotional, and pro-social development
title_full	The bilingual gap in children's language, emotional, and pro-social development
title_fullStr	The bilingual gap in children's language, emotional, and pro-social development
title_full_unstemmed	The bilingual gap in children's language, emotional, and pro-social development
title_sort	bilingual gap in children's language, emotional, and pro-social development
publisher	Sciendo
publishDate	2021
url	https://doaj.org/article/ecabd35483a34cab949b9c566bfa2cf7
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The bilingual gap in children's language, emotional, and pro-social development

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