ELSIC

A cross-context study of early language skills of immigrant children in Canada and the Netherlands

 Coordinatore UNIVERSITEIT VAN AMSTERDAM 

 Organization address address: SPUI 21
city: AMSTERDAM
postcode: 1012WX

contact info
Titolo: Dr.
Nome: Jan
Cognome: De Jong
Email: send email
Telefono: -5254680
Fax: -5254929

 Nazionalità Coordinatore Netherlands [NL]
 Totale costo 211˙487 €
 EC contributo 211˙487 €
 Programma FP7-PEOPLE
Specific programme "People" implementing the Seventh Framework Programme of the European Community for research, technological development and demonstration activities (2007 to 2013)
 Code Call FP7-PEOPLE-2007-4-1-IOF
 Funding Scheme MC-IOF
 Anno di inizio 2009
 Periodo (anno-mese-giorno) 2009-04-01   -   2012-03-31

 Partecipanti

# participant  country  role  EC contrib. [€] 
1    UNIVERSITEIT VAN AMSTERDAM

 Organization address address: SPUI 21
city: AMSTERDAM
postcode: 1012WX

contact info
Titolo: Dr.
Nome: Jan
Cognome: De Jong
Email: send email
Telefono: -5254680
Fax: -5254929

NL (AMSTERDAM) coordinator 0.00

Mappa


 Word cloud

Esplora la "nuvola delle parole (Word Cloud) per avere un'idea di massima del progetto.

language    countries    canada    immigrant    students    quality    levels    differences    academic    delays    education    children    proficiency    contexts    linguistic    netherlands   

 Obiettivo del progetto (Objective)

'Observed correlations between linguistic proficiency and school success, on the one hand, and existing differences in the academic success of immigrant students across countries, on the other hand, lead to the expectation that there are differences across countries in the early language development of immigrant children. The aim of the present study is therefore to pinpoint factors of success and failure with regard to the language development of bilingual immigrant children by looking across contexts. The contexts in this study are chosen on the basis of academic success: in Canada, immigrant students are rather successful, whereas in the Netherlands they perform below native levels. Immigrants in Canada and the Netherlands differ in socio-economic status, level of education, levels of integration in society, quality of schools immigrant children attend and clustering. These factors influence the quality and quantity of the language immigrant children are exposed to, which, in turn, will have an immediate effect on their linguistic proficiency. The method proposed in this study is innovative. Comparisons in terms of academic performance are routinely carried out between countries, but cross-context studies of early spoken language of immigrant children in contrastive environments, like Canada and the Netherlands, are non-existent. The outcome of this study is relevant for scientific purposes because it enables testing of input-driven approaches to language acquisition. From a societal perspective, the topic of this project is urgent. In the Netherlands, as in various other European countries, the proportion of immigrant children is increasing. Relatively high proportions of these children show delays in primary education. Insight in their language skills may be essential for understanding these delays.'

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