An Examination of the Influence of Early Exposure to the Official Language on Student Learning and Academic Achievement in a Developing Country: A Study at Two Higher Education Institutions — Oak Academic Publishing
Research ArticleOpen AccessGoogle Scholar indexed
An Examination of the Influence of Early Exposure to the Official Language on Student Learning and Academic Achievement in a Developing Country: A Study at Two Higher Education Institutions
Department of Pedagogy, National Pedagogical University, Kinshasa, Democratic Republic of Congo
,
Department of Pedagogy, National Pedagogical University, Kinshasa, Democratic Republic of Congo
1 Department of Pedagogy, National Pedagogical University, Kinshasa, Democratic Republic of Congo
2 Department of Pedagogy, National Pedagogical University, Kinshasa, Democratic Republic of Congo
This study examines how early exposure to French, the official language of instruction in the Democratic Republic of the Congo (DRC), affects student learning and achievement at two higher education institutions in Kinshasa. It also examines whether family use of French improves academic performance and how exposure to the national language affects French proficiency and academic outcomes. A questionnaire was administered to 160 (N = 160) university students to assess how speaking French at home and national languages affect their French proficiency and academic performance, using a Likert scale. The study revealed that both L1 and L2 learners considered reading and grammar instruction essential for achieving proficiency in French and preparing for university studies. However, early exposure to French within the family environment was not significantly associated with improved academic performance. These results underscore the intricate nature of language dynamics within multilingual educational environments and indicate the need for continued investigation, particularly from the perspective of higher education practitioners. The complexities of official-language proficiency in multilingual countries such as the Democratic Republic of the Congo underscore the need for well-designed language education policies and practices. Specific recommendations are provided.
KeywordsLanguage AcquisitionCurriculumFirst and Second Language LearningMultilingual
Baumert, J., Lüdtke, O., Trautwein, U., & Brunner, M. (2009). Large-Scale Student Assessment Studies Measure the Results of Processes of Knowledge Acquisition: Evidence in Support of the Distinction between Intelligence and Student Achievement. Educational Research Review, 4, 165-176. https://doi.org/10.1016/j.edurev.2009.04.002
Birdsong, D. (2006). Age and Second Language Acquisition and Processing: A Selective Overview. Language Learning, 56, 9-49. https://doi.org/10.1111/j.1467-9922.2006.00353.x
Birdsong, D. (2013). The Critical Period Hypothesis for Second Language Acquisition: Tailoring the Coat of Many Colors. In M. Pawlak, & L. Aronin (Eds.), Essential Topics in Applied Linguistics and Multilingualism (pp. 43-50). Springer International Publishing. https://doi.org/10.1007/978-3-319-01414-2_3
Brunner, M. (2008). No G in Education? Learning and Individual Differences, 18, 152-165. https://doi.org/10.1016/j.lindif.2007.08.005
Creswell, J. W., & Guetterman, C. T. (2018). Educational Research Planning, Conducting, and Evaluating Quantitative Research (6th ed.). Pearson.
Cummins, J. (1984). Wanted: A Theoretical Framework for Bilingual Special Education. Language Proficiency and Academic Achievement, 10, 2-19.
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and Educational Achievement. Intelligence, 35, 13-21. https://doi.org/10.1016/j.intell.2006.02.001
Dodonova, Y. A., & Dodonov, Y. S. (2012). Processing Speed and Intelligence as Predictors of School Achievement: Mediation or Unique Contribution? Intelligence, 40, 163-171. https://doi.org/10.1016/j.intell.2012.01.003
Frey, M. C., & Detterman, D. K. (2004). Scholastic Assessment or G? The Relationship between the Scholastic Assessment Test and General Cognitive Ability. Psychological Science, 15, 373-378. https://doi.org/10.1111/j.0956-7976.2004.00687.x
Gall, M. D., & Borg, W.R. (2014). Educational Research: An introduction. Longman.
Gangat, N. (2014). Exploring Reading Comprehension and Auditory Vocabulary Levels in L1 and L2 Learners at an Ex-Model C High School in Johannesburg. University of the Witwatersrand.
Gangat, N. (2017). Relating Academic Performance to L1 and L2 Learners’ Scores on the SDRT and Raven’s SPM. Master’s Thesis, University of the Witwatersrand. https://hdl.handle.net/10539/23844
Goldman, S. R. (2012). Adolescent Literacy: Learning and Understanding Content. The Future of Children, 22, 89-116. https://doi.org/10.1353/foc.2012.0011
Granville, S. (2001). Comprehension or Comprehending? Using Critical Language Awareness and Interactive Reading Theory to Teach Learners to Interact with Texts. Southern African Linguistics and Applied Language Studies, 19, 13-21. https://doi.org/10.2989/16073610109486272
Hernandez, A., Li, P., & Macwhinney, B. (2005). The Emergence of Competing Modules in Bilingualism. Trends in Cognitive Sciences, 9, 220-225. https://doi.org/10.1016/j.tics.2005.03.003
Hirsh-Pasek, K., & Golinkoff, R. M. (2012). How Babies Talk: Six Principles of Early Language Development. https://www.researchgate.net/publication/258918293_How_babies_talk_Six_principles_of_early_language_development
Howie, S., Van Staden, S., Tshele, M., Dowse, C., & Zimmermen, L. (2012). PIRLS 2011: South African Children’s Reading Literacy Achievement Summary Report. University of Pretoria.
Howie, S., Venter, E., & van Staden, S. (2008). The Effect of Multilingual Policies on Performance and Progression in Reading Literacy in South African Primary Schools. Educational Research and Evaluation, 14, 551-560. https://doi.org/10.1080/13803610802576775
Hyltenstam, K., & Abrahamsson, N. (2003). Maturational Constraints in SLA. In C. J. Doughty, & M. H. Long (Eds.), Maturational constraints in SLA (pp. 539-588). Blackwell.
Kim, Y. (2012). The Relations among L1 (Spanish) Literacy Skills, L2 (English) Language, L2 Text Reading Fluency, and L2 Reading Comprehension for Spanish-Speaking ELL First Grade Students. Learning and Individual Differences, 22, 690-700. https://doi.org/10.1016/j.lindif.2012.06.009
Korenar, M., & Pliatsikas, C. (2023). Second Language Acquisition and Neuroplasticity. In K. Morgan-Short, & J. G. van Hell (Eds.), The Routledge Handbook of Second Language Acquisition and Neurolinguistics (pp. 191-203). Routledge. https://doi.org/10.4324/9781003190912-18
Leedy, P. D., & Ormrod, J. E. (2001). Practical Research: Planning and Design. Merrill, Practice Hall.
Levin, I., Aram, D., Tolchinsky, L., & McBride, C. (2013). Maternal Mediation of Writing and Children’s Early Spelling and Reading: The Semitic Abjad versus the European Alphabet. Writing Systems Research, 5, 134-155. https://doi.org/10.1080/17586801.2013.797335
MacWhinney, B. (2005). A Unified Model of Language Acquisition. In J. K. Kroll ,& A. M. B. De Groot (Eds.), Handbook of Bilingualism (pp. 49-67). Oxford University Press. https://doi.org/10.1093/oso/9780195151770.003.0004
Marinova-Todd, S. H., Marshall, D. B., & Snow, C. E. (2001). Missing the Point: A Response to Hyltenstam and Abrahamsson. TESOL Quarterly, 35, 171-176. https://doi.org/10.2307/3587864
Montelli, L., & Blakeley, S. (2023). Basic Interpersonal Communication Skills. https://study.com/academy/lesson/basic-interpersonal-communication-skills-bics-definition-examples.html
Morales, A. (2023). Cognitive Academic Language Proficiency. https://study.com/learn/lesson/cognitive-academic-language-proficiency-overview-levels.html
Nagy, W. E., Scott, J. A., Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr, R. (2000). Vocabulary Processes. Handbook of Reading Research, 3, 269-284.
Nikolov, M., & Djigunović, J. M. (2006). Recent Research on Age, Second Language Acquisition, and Early Foreign Language Learning. Annual Review of Applied Linguistics, 26, 234-260. https://doi.org/10.1017/s0267190506000122
Paradis, M. (2004). A Neurolinguistic Theory of Bilingualism. John Benjamins Publishing Company. https://doi.org/10.1075/sibil.18
Pretorius, E. J. (2002a). Reading Ability and Academic Performance in South Africa: Are We Fiddling While Rome Is Burning? Language Matters, 33, 169-196. https://doi.org/10.1080/10228190208566183
Pretorius, E. J. (2002b). Reading and Applied Linguistics—A Deafening Silence? Southern African Linguistics and Applied Language Studies, 20, 91-103. https://doi.org/10.2989/16073610209486300
Pretorius, E. J., & Currin, S. (2010). Do the Rich Get Richer and the Poor Poorer? The Effects of an Intervention Programme on Reading in the Home and School Language in a High-Poverty Multilingual Context. International Journal of Educational Development, 30, 67-76. https://doi.org/10.1016/j.ijedudev.2009.06.001
Pretorius, E. J., & Mampuru, D. M. (2007). Playing Football without a Ball: Language, Reading and Academic Performance in a High-Poverty School. Journal of Research in Reading, 30, 38-58. https://doi.org/10.1111/j.1467-9817.2006.00333.x
Schouten, A. (2010). The Critical Period Hypothesis: Support, Challenge, and Reconceptualization. TESOL & Applied Linguistics, 9 , 1-16.
Seidlhofer, B., Breiteneder, A., & Pitzl, M.-L. (2006). English As a Lingua Franca in Europe: Challenges for Applied Linguistics. Annual Review of Applied Linguistics, 26 , 3-34 . https://doi.org/10.1017/s026719050600002x
Singleton, D. (2000). Age and Second Language Acquisition. Annual Review of Applied Linguistics, 21, 77-89. https://doi.org/10.1017/s0267190501000058
Singleton, D. (2005). The Critical Period Hypothesis: A Coat of Many Colours. IRAL—International Review of Applied Linguistics in Language Teaching, 43, 269-285. https://doi.org/10.1515/iral.2005.43.4.269
Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. (2006). Predicting School Achievement from General Cognitive Ability, Self-Perceived Ability, and Intrinsic Value. Intelligence, 34, 363-374. https://doi.org/10.1016/j.intell.2005.11.004
Tokudome, M. (2010). The Critical Period Hypothesis and Its Effects on Second Language Acquisition. TPFLE, 1, 18-27.
Ullman, M. T. (2001). The Neural Basis of Lexicon and Grammar in First and Second Language: The Declarative/procedural Model. Bilingualism: Language and Cognition, 4, 105-122. https://doi.org/10.1017/s1366728901000220
Vock, M., Preckel, F., & Holling, H. (2011). Mental Abilities and School Achievement: A Test of a Mediation Hypothesis. Intelligence, 39, 357-369. https://doi.org/10.1016/j.intell.2011.06.006