First-language and bilingual programs in Peru, Bolivia, and the United States show students are better off acquiring knowledge in their mother tongues¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports that research from first-language and bilingual programs in Peru, Bolivia, and the United States shows students are better off when they acquire knowledge in their mother tongues and continue using that language. → Behrmann 2018

Evidence¶

Behrmann 2018¶

Behrmann, T. (2018). Evaluating the effects of mother tongue on math and science instruction. Monument, CO, USA: ISTES Organization. https://eric.ed.gov/?id=ED603513

q2 · i? · causal · r2

A narrative-review statement in the literature review chapter, describing cross-country program evidence the author cites (including Bühmann & Trudell, 2008, on Peru) without printing effect sizes or study designs.

"Research from first language and bilingual programs from such countries as Peru, Bolivia, and the United States have also shown that students are better off when they acquire knowledge in their mother tongues and continue to use this language throughout their lives."

Discussion¶

Related Claims¶

• The review reports that children who begin their education in their mother tongue make a better start and continue to perform better than those who start school in a new language — related
• Preservation of the mother tongue predicts second-language achievement among migrant children — related
• Mead argued that treating the mother tongue as inferior impedes movement between home and school language structures — related
• Preserving a bilingual student's heritage language supports rather than hinders English acquisition — related
• A learner's mother language affects second language acquisition, particularly in production of absent sounds — related