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¶

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

Subclaims¶

q2 i? The literature review reports, citing Daniel (2003), that children beginning education in their mother tongue make a better start and continue to perform better than those starting with a new language. → Behrmann 2018

q2 i? Children beginning education in their mother tongue make a better start and continue to perform better than children whose schooling starts with a new language, as the review reports citing Daniel (2003). → 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?

The monograph's literature review attributes this assertion to Daniel (2003), quoting it verbatim to motivate the study's hypothesis that Kreyol-medium instruction will improve Haitian students' achievement. No effect size is printed; the review reports the claim second-hand.

""Years of research have shown that children who begin their education in their mother tongue make a better start, and continue to perform better, than those for whom school starts with a new language" (Daniel, 2003, p. 1)."

Discussion¶

Related Claims¶

• First-language and bilingual programs in Peru, Bolivia, and the United States show students are better off acquiring knowledge in their mother tongues — 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
• Failure to use mother tongue as the medium of instruction during at least the fundamental years has lasting detrimental impacts on students — a broader claim this one bears on