2004
Volume 36, Issue 2
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Abstract

We aimed to investigate whether bilingual pupils’ perceptions of their teachers’ appreciation of their Home Language (HL) were of influence on bilingual cognitive advantages. We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functioning. Executive functioning was measured through computer tasks, and perceived HL appreciation through orally administered questionnaires. The relationship between the two was assessed with regression analyses. German-Dutch pupils perceived more appreciation of their home language from their teacher than Turkish-Dutch pupils did. This difference partly explained differences in executive functioning. Besides, we replicated bilingual advantages in nonverbal working memory and switching, but not in verbal working memory or inhibition. This study demonstrates that bilingual advantages cannot be dissociated from the influence of the sociolinguistic context of the classroom. Thereby, it stresses the importance of culturally responsive teaching.

Loading

Article metrics loading...

/content/journals/10.5117/PED2016.2.GORI
2016-11-01
2021-09-25
Loading full text...

Full text loading...

/deliver/fulltext/15677109/36/2/03_PED2016.2.GORI.html?itemId=/content/journals/10.5117/PED2016.2.GORI&mimeType=html&fmt=ahah
http://instance.metastore.ingenta.com/content/journals/10.5117/PED2016.2.GORI
Loading
/content/journals/10.5117/PED2016.2.GORI
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error