Longitudinal Effects of Socioeconomic Status and English Language Learners on English and French Reading Development in French Immersion

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: English Learner Education: Insights Across Educational Contexts (Table 6)

Abstract

This study investigates the effects of socioeconomic status (SES) and English Language Learner (ELL) status on reading development in French immersion (FI) programs in Canada, using a longitudinal study of 403 children over four years. The findings reveal that ELLs displayed lower initial English vocabulary and accuracy scores compared to their EL1 counterparts. However, ELLs demonstrated faster growth in vocabulary over time. Higher SES was associated with better language outcomes and slower vocabulary deceleration rates. French language skills were equivalent at the kindergarten level for all children, regardless of ELL status or SES. However, ELLs showed slower growth in French vocabulary and reading comprehension, indicating a need for more targeted support.

Authors

• Songtao Wang, University of Toronto - OISE

• Klaudia Krenca, University of Toronto

• Anna K. Chmielewski, University of Toronto - OISE

• Kathleen Hipfner-Boucher, University of Toronto

• Becky Chen, University of Toronto - OISE