Sharynne McLeod|Linda J. Harrison|Chrystal Whiteford|Sue Walker
Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school
Charles Sturt University|Charles Sturt University|Queensland University of Technology|Queensland University of Technology
largescale longitudinal population study provided rare opportunity consider interface multilingualism speechlanguage competence childrens academic socialemotional outcomes determine whether differences groups 45 years persist deepen disappear time schooling four distinct groups identified kindergarten cohort longitudinal study australian children lsac 1 englishonly typical speech language n 2012 2 multilingual typical speech language n 476 3 englishonly speech language concern n 643 4 multilingual speech language concern n 109 two analytic approaches used compare groups first matched casecontrol design used randomly match multilingual children speech language concern group 4 n 109 children groups 13 gender age family socioeconomic position crosssectional comparison vocabulary school readiness behavioral adjustment next analyses applied whole sample determine longitudinal effects group membership teachers ratings literacy numeracy behavioral adjustment ages 67 89 years 45 years multilingual children speech language concern equally well better englishonly children without speech language concern school readiness tests performed poorly measures english vocabulary behavior ages 67 89 early gap englishonly multilingual children closed multilingualism found contribute differences literacy numeracy outcomes school instead outcomes related concerns childrens speech language early childhood group differences socioemotional outcomes early evidence combined risks multilingualism plus speech language concern upheld school years