Publication

Impact of early English language teaching on L1 and L2 development in children in Dutch schools

Goorhuis-Brouwer, S. & de Bot, K., Sep-2010, In : International Journal of Bilingualism. 14, 3, p. 289-302 14 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Goorhuis-Brouwer, S., & de Bot, K. (2010). Impact of early English language teaching on L1 and L2 development in children in Dutch schools. International Journal of Bilingualism, 14(3), 289-302. https://doi.org/10.1177/1367006910367846

Author

Goorhuis-Brouwer, Sieneke ; de Bot, Kees. / Impact of early English language teaching on L1 and L2 development in children in Dutch schools. In: International Journal of Bilingualism. 2010 ; Vol. 14, No. 3. pp. 289-302.

Harvard

Goorhuis-Brouwer, S & de Bot, K 2010, 'Impact of early English language teaching on L1 and L2 development in children in Dutch schools', International Journal of Bilingualism, vol. 14, no. 3, pp. 289-302. https://doi.org/10.1177/1367006910367846

Standard

Impact of early English language teaching on L1 and L2 development in children in Dutch schools. / Goorhuis-Brouwer, Sieneke; de Bot, Kees.

In: International Journal of Bilingualism, Vol. 14, No. 3, 09.2010, p. 289-302.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Goorhuis-Brouwer S, de Bot K. Impact of early English language teaching on L1 and L2 development in children in Dutch schools. International Journal of Bilingualism. 2010 Sep;14(3):289-302. https://doi.org/10.1177/1367006910367846


BibTeX

@article{20842fd1c115454c9022a148cbcb5030,
title = "Impact of early English language teaching on L1 and L2 development in children in Dutch schools",
abstract = "This article reports on the outcomes of a project aimed at the evaluation of early English language teaching (EELT) in Dutch primary education, starting at age 4. Between 2003 and 2008 four cohorts of first- and second-grade children receiving one to three hours of English language teaching per week were tested with standardized Dutch and English versions of the Reynell tests for language development. The outcomes show that all children acquire some basic skills in English leading to a native age equivalent of 2.5 years for comprehension and 2.1 years for language production. First language (L1) development is not affected by the EELT program in the sense that the majority of the children are within the age equivalent range. Furthermore, children with a non-Dutch background do not suffer from EELT in the sense that their L2 Dutch development is within the normal range though significantly lower than that of their Dutch peers. It is concluded that some of the arguments against early foreign language teaching, in particular the problems it might have for L1 development and the additional problems in language acquisition it could pose for non-native children, are not supported by our data.This article reports on the outcomes of a project aimed at the evaluation of early English Language Teaching (EELT) in Dutch primary education, starting at age 4. We start with a short description of the socio-political context of EELT in the European and Dutch context. Then, we discuss the main findings in the literature on the effects of EELT. Finally, we present data from five cohorts on the impact of EELT on first (L1) and second language (L2) development in a number of schools in the Netherlands.",
keywords = "Dutch learners, English, native age equivalent, Reynell test, BILINGUALISM",
author = "Sieneke Goorhuis-Brouwer and {de Bot}, Kees",
year = "2010",
month = "9",
doi = "10.1177/1367006910367846",
language = "English",
volume = "14",
pages = "289--302",
journal = "International Journal of Bilingualism",
issn = "1367-0069",
publisher = "SAGE Publications Inc.",
number = "3",

}

RIS

TY - JOUR

T1 - Impact of early English language teaching on L1 and L2 development in children in Dutch schools

AU - Goorhuis-Brouwer, Sieneke

AU - de Bot, Kees

PY - 2010/9

Y1 - 2010/9

N2 - This article reports on the outcomes of a project aimed at the evaluation of early English language teaching (EELT) in Dutch primary education, starting at age 4. Between 2003 and 2008 four cohorts of first- and second-grade children receiving one to three hours of English language teaching per week were tested with standardized Dutch and English versions of the Reynell tests for language development. The outcomes show that all children acquire some basic skills in English leading to a native age equivalent of 2.5 years for comprehension and 2.1 years for language production. First language (L1) development is not affected by the EELT program in the sense that the majority of the children are within the age equivalent range. Furthermore, children with a non-Dutch background do not suffer from EELT in the sense that their L2 Dutch development is within the normal range though significantly lower than that of their Dutch peers. It is concluded that some of the arguments against early foreign language teaching, in particular the problems it might have for L1 development and the additional problems in language acquisition it could pose for non-native children, are not supported by our data.This article reports on the outcomes of a project aimed at the evaluation of early English Language Teaching (EELT) in Dutch primary education, starting at age 4. We start with a short description of the socio-political context of EELT in the European and Dutch context. Then, we discuss the main findings in the literature on the effects of EELT. Finally, we present data from five cohorts on the impact of EELT on first (L1) and second language (L2) development in a number of schools in the Netherlands.

AB - This article reports on the outcomes of a project aimed at the evaluation of early English language teaching (EELT) in Dutch primary education, starting at age 4. Between 2003 and 2008 four cohorts of first- and second-grade children receiving one to three hours of English language teaching per week were tested with standardized Dutch and English versions of the Reynell tests for language development. The outcomes show that all children acquire some basic skills in English leading to a native age equivalent of 2.5 years for comprehension and 2.1 years for language production. First language (L1) development is not affected by the EELT program in the sense that the majority of the children are within the age equivalent range. Furthermore, children with a non-Dutch background do not suffer from EELT in the sense that their L2 Dutch development is within the normal range though significantly lower than that of their Dutch peers. It is concluded that some of the arguments against early foreign language teaching, in particular the problems it might have for L1 development and the additional problems in language acquisition it could pose for non-native children, are not supported by our data.This article reports on the outcomes of a project aimed at the evaluation of early English Language Teaching (EELT) in Dutch primary education, starting at age 4. We start with a short description of the socio-political context of EELT in the European and Dutch context. Then, we discuss the main findings in the literature on the effects of EELT. Finally, we present data from five cohorts on the impact of EELT on first (L1) and second language (L2) development in a number of schools in the Netherlands.

KW - Dutch learners

KW - English

KW - native age equivalent

KW - Reynell test

KW - BILINGUALISM

U2 - 10.1177/1367006910367846

DO - 10.1177/1367006910367846

M3 - Article

VL - 14

SP - 289

EP - 302

JO - International Journal of Bilingualism

JF - International Journal of Bilingualism

SN - 1367-0069

IS - 3

ER -

ID: 5289890