Age related differences in language usage and reading between English monolinguals and bilinguals

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Pacific Asia Conference on Language, Information, and Computation (27th : 2013)


Br. Andrew Gonzalez FSC College of Education


Dept of English and Applied Linguistics

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Conference Proceeding

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27th Pacific Asia Conference on Language, Information, and Computation, PACLIC 27

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This study investigates age related differences in standardized tests scores of language usage and reading from elementary to high school for students who are either monolinguals whose L1 is English or bilinguals whose L1 is not English. An interaction effect between grade level and reading and language usage standardized test scores was hypothesized because as bilinguals become proficient in Cognitive Academic Language Proficiency (CALP) in English, they are able to narrow the ‘achievement gap’ in comparison to their monolingual classmates and even experience cognitive advantages (Cummins, 1999).Participants were 1081 students from an international school. Language usage and reading were measured using MAP standardized achievement tests.The2x2 ANOVA showed an interaction between grade level and languages spoken on language usage (p<0.05).There was a main effect for languages spoken and grade level on language usage (p<0.05). No interaction was found for grade level and languages spoken on reading (p>0.05). A main effect was found for languages spoken and grade level on reading (p<0.05).Significant differences exist between bilingual and monolinguals and these differences change over time. As bilingual students are immersed in English education, their performance on standardized tests catches up with their monolingual counterparts by grade 5 for language usage but not for reading, but no cognitive advantages are shown. © 2013 by Dylan Marshall and Hamid Gomari.



English Language and Literature


Language and languages—Age differences; Language and languages—Ability testing

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