The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany

Jurkic, Ankica; Halliday, Simone E.; Hascher, Tina (2023). The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany. Early childhood research quarterly, 64, pp. 72-83. Elsevier 10.1016/j.ecresq.2023.02.003

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Language acquisition and social competencies are crucial for early childhood development. The present study investigated the associations between societal expressive and receptive language skills and social competence among 167 single language learning (SLL) and 76 dual language learning (DLL) children aged 33-66-months. In addition, DLLs heritage expressive and receptive language skills were also examined. Ratings of social competence from early education professionals in a societal setting were obtained. The results of structural equation modeling revealed that social competence was positively related to expressive language skills among SLLs and receptive societal language skills among DLLs. Among DLLs, neither expressive nor receptive language skills in the heritage language were significantly associated with social competence, but the association between receptive skills in the societal language and social competence remained significant when both heritage and societal languages were considered in the same model. These findings highlight the importance of language skills and their promotion for positive social behaviors among young children.

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