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Bilingualism and the Academic Achievement of First- and Second-Generation Asian Immigrants: Accommodation with or without Assimilation?

Citation

Mouw, Ted & Yu, Xie (1999). Bilingualism and the Academic Achievement of First- and Second-Generation Asian Immigrants: Accommodation with or without Assimilation?. American Sociological Review, 64(2), 232-52.

Abstract

Recent scholarship claims that bilingualism has a positive effect on the academic achievement of immigrant children. According to this perspective, growing up speaking two languages is beneficial because it stimulates cognitive development and allows immigrants a means of resisting unwanted assimilation. Immigrant children who are fluent bilinguals can use their native-language ability to maintain beneficial aspects of their ethnic culture while accommodating to the linguistic demands of an English-speaking society. Using data on first- and second-generation Asian American students from the 1988 National Educational Longitudinal Study, we test for these hypothesized effects of bilingualism. We find no evidence that bilingualism per se has a positive effect on achievement. Instead, speaking a native language with parents has a temporary positive effect if the parents are not proficient in English. These results indicate that the academic importance of bilingualism is transitional: The educational benefits of delaying linguistic assimilation exist only before immigrant parents achieve a moderate level of English-language proficiency.

URL

10.2307/2657529http://dx.doi.org/

Reference Type

Journal Article

Journal Title

American Sociological Review

Author(s)

Mouw, Ted
Yu, Xie

Year Published

1999

Volume Number

64

Issue Number

2

Pages

232-52

Reference ID

1492