Next Article in Journal
How to Understand Behavioral Patterns in Big Data: The Case of Human Collective Memory
Next Article in Special Issue
Relationship between Language Dominance and Stimulus-Stimulus or Stimulus-Response Inhibition in Uyghur-Chinese Bilinguals with an Investigation of Speed-Accuracy Trade-Offs
Previous Article in Journal
Home-Based Interventions to Treat and Prevent Childhood Obesity: A Systematic Review and Meta-Analysis
Previous Article in Special Issue
Not All Bilinguals Are the Same: A Call for More Detailed Assessments and Descriptions of Bilingual Experiences
Article Menu
Issue 4 (April) cover image

Export Article

Open AccessArticle

Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage

1,2,3,4,* and 3,4
1
Department of Primary and Secondary Education, Pedagogical University Tyrol, 6020 Innsbruck, Austria
2
Diversity and Inclusion Research Group, University of Potsdam, 14469 Potsdam, Germany
3
Multilingualism Research Team, Center for Didactics, Pedagogical University Tyrol, 6020 Innsbruck, Austria
4
Language Acquisition, Multilingualism and Cognition Lab, Wilfrid Laurier University, Waterloo, ON N2L 3C5, Canada
*
Author to whom correspondence should be addressed.
Behav. Sci. 2019, 9(4), 39; https://doi.org/10.3390/bs9040039
Received: 28 February 2019 / Revised: 1 April 2019 / Accepted: 9 April 2019 / Published: 13 April 2019
  |  
PDF [247 KB, uploaded 13 April 2019]

Abstract

Cognitive representations and beliefs are what comprise an individual’s self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children’s evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes. View Full-Text
Keywords: domain-specific self-concept; academic achievement; metacognition; executive functions; multilingual children; reading comprehension; reading fluency; spelling domain-specific self-concept; academic achievement; metacognition; executive functions; multilingual children; reading comprehension; reading fluency; spelling
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
SciFeed

Share & Cite This Article

MDPI and ACS Style

Festman, J.; Schwieter, J.W. Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage. Behav. Sci. 2019, 9, 39.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Behav. Sci. EISSN 2076-328X Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top