The Educational Consequences of Language Proficiency for Young Children
journal contributionposted on 08.06.2016, 14:47 by Asako Ohinata, Jan C. van Ours, Yuxin Yao
Our paper studies the educational consequences of language proficiency by investigating the relationship between dialect-speaking and academic performance of 5-6 year old children in the Netherlands. We find that dialect-speaking has a modestly negative effect on boys’ language test scores. In addition, we study whether there are spillover effects of peers’ dialect-speaking on test scores. We find no evidence for spillover effect of peers’ dialect-speaking. The test scores of neither Dutch-speaking children nor dialect-speaking children are a affected by the share of dialect-speaking peers in the classroom.