The effects of dual language learning on prosocial behavior in preschool children

Schächinger Tenés, L. T.¹, Segerer, R.¹, Bühler, J. C.¹, Grob, A.^1
1University of Basel, Missionsstrasse 62, 4055, Basel

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

dual language learning, prosocial behavior, preschool children

Summary

Dual language learning (DLL) seems to enhance theory of mind (ToM) abilities even in preschoolers. This study examines to what extend a DLL-advantage might also translate into more prosocial behavior (PB). We assessed 107 preschool children (Mage(SD)= 54.69(14.74) months). DLL-children (n= 44) were exposed to two or more languages in their daily lives, with none of their languages prevalent in more than 75% of the time. Monolinguals (n= 63) spoke Swiss German, Turkish or Italian. PB was assessed with standardized parent-based socio-emotional questionnaires, i.e., SDQ and EPSQ. The latter consists of the three subscales helping, sharing and comforting. ToM was assessed with an established adaptive ToM scale. Structural equation modeling showed a positive effect of DLL on a generalized PB-factor. However, against expectations, controlling for ToM did not alter results. This is likely due to the language-bound nature of the ToM scale. Furthermore, there were significant negative effects of DLL on the residuals of the helping and comforting subscales. These facets of PB might be affected by communication difficulties in DLL-children. Further research should investigate communicative abilities in both of DLL children’s languages to better understand the adverse effects DLL might have on some facets of PB. 

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