Preschools as language learning environments for children of immigrants. Differential effects by familial language use across different preschool contexts. (April 2017)

• Record Type: Journal Article
• Authors: Klein, Oliver; Becker, Birgit
• Is Part Of: Research in social stratification and mobility. Volume 48(2017)
• Page Start: 20
• Page End: 31
• Publication Date: 2017-04
• Subjects: Preschool -- Early education -- Children of immigrants -- Language skills -- Preschool quality -- Preschool segregation; Social mobility -- Periodicals; Occupational mobility -- Periodicals; Social status -- Periodicals; Social conflict -- Periodicals; Social classes -- Periodicals; Mobilité sociale -- Périodiques; Mobilité professionnelle -- Périodiques; Statut social -- Périodiques; Conflits sociaux -- Périodiques; Classes sociales -- Périodiques; 305.05
• DOI: 10.1016/j.rssm.2017.01.001
• Languages: English
• ISSNs: 0276-5624

Abstract

Highlights: We analyze the relation of duration of preschool attendance and language skills. We compare this relation between Turkish-origin and native German children. We distinguish Turkish-origin families regarding their major family language used. A positive relation is found for children with limited German language use at home. This finding is rather robust across different preschool contexts. Abstract: Children of immigrants often enter school with lower language skills than children of native-born parents. In this paper, we analyze the impact of the duration of preschool attendance on the language development from age three to six of children of Turkish immigrants and children of native-born parents in Germany. We investigate whether the impact of preschool attendance differs by familial language use while also considering different characteristics of the preschool context (quality and ethnic composition). Using fixed effects models, we find that a longer time spent in preschool is associated with better German language skills for Turkish-origin children with low levels of German language input at home. This result is very stable across different preschool contexts. The results highlight the importance of targeted interventions at an early age.