The educational consequences of language proficiency for young children

Yuxin Yao; Asako Ohinata; Jan van Ours

doi:10.1016/j.econedurev.2016.05.008

The educational consequences of language proficiency for young children

Yuxin Yao
, Asako Ohinata
, Jan van Ours

Applied Economics

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Abstract

Our paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5?6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys? language test scores. In addition, we study whether there are spillover effects of peers? dialect-speaking on test scores. We find no evidence for spillover effect of peers? dialect-speaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are affected by the share of dialect-speaking peers in the classroom.

Original language	English
Pages (from-to)	1-15
Number of pages	15
Journal	Economics of Education Review
Volume	54
DOIs	https://doi.org/10.1016/j.econedurev.2016.05.008
Publication status	Published - Oct 2016

Bibliographical note

JEL Classification: J24, I2

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10.1016/j.econedurev.2016.05.008

1-s2.0-S027277571530131X-mainFinal published version, 1.33 MBLicence: Article 25fa Dutch Copyright Act

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abstract = "Our paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5?6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys? language test scores. In addition, we study whether there are spillover effects of peers? dialect-speaking on test scores. We find no evidence for spillover effect of peers? dialect-speaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are affected by the share of dialect-speaking peers in the classroom.",

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AB - Our paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5?6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys? language test scores. In addition, we study whether there are spillover effects of peers? dialect-speaking on test scores. We find no evidence for spillover effect of peers? dialect-speaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are affected by the share of dialect-speaking peers in the classroom.

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The educational consequences of language proficiency for young children

Abstract

Bibliographical note

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