examination of the factors leading to early bilingualism

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ACKNOWLEDGMENTS

First and foremost, I would like to thank my committee chair, Dr. Wenling Li for her full

support during this journey. Throughout this process, her guidance, and diligence made this

project complete. You truly are a legend Dr. Li. I would also like to thank my committee

members Dr. Heeja Kim and Dr. Abeer Fahim for their time, help, guidance and support. A

special thanks to my wife Dr. Amy Hansen Bhutta who always stood by me and provided me

with valuable suggestions to make this project more manageable. I would like to give special

thanks to my son Aden who let me work on this project and did not pressure me to play with him

when I was working on my dissertation. I LOVE my family!

As an American working and residing in the UAE, I would like to thank our host country

for being so kind and allowing me to complete this research project in their country. I would like

to end this with a quote from the great ruler of UAE the late Sheikh Zayed, "He who does not

know his past cannot make the best of his present and future, for it is from the past that we

learn.”


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Table of Contents

BIOGRAPHICAL SKETCH ……………………………………………………………………... ii

ACKNOWLEDGMENTS ………………………………………………………………………... iii

LIST OF TABLES …………………………………………………………………………......... vii

LIST OF FIGURE S……………………………………………………………………………… ix

LIST OF ABBREVIATIONS …………………………………………………………………….. x

ABSTRACT……………………………………………………………………………………...xi

CHAPTER 1: INTRODUCTION………………………………………………………………… 1

CHAPTER 2: PROBLEM STATEMENT AND RESEARCH QUESTIONS …………………… 3

Problem Statement ………………………………………………………………………………... 3 Novelty of the Study ……………………………………………………………………………… 4

Research Questions ……………………………………………………………………………….. 5

CHAPTER 3: LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK ………………. 6

Literature Review …………………………………………………………………………………. 6

Bilingual as a Blessing ……………………………………………………………………….. 6

Second Language in Academics ……………………………………………………………... 7

Opportunities for becoming Bilingual ……………………………………………………….. 8

Language Spoken in the Home ………………………………………………………………. 9

Bilingualism in United Arab Emirates ……………………………………………………… ..9

Bilingualism Opens Trails of Thoughts …………………………………………………….. 11

Label ing Second Language Acquisition……………………………………………………. 11

Factors Leading to Bilingualism ……………………………………………………………. 12

Myths about Bilingualism …………………………………………………………………... 13

Types of Bilingualism ………………………………………………………………………. 15

Code Switching …………………………………………………………………………….. 15

Students as Bilinguals ……………………………………………………………………… 16

Childhood Bilingualism ……………………………………………………………………. 17

Two-way Immersion ……………………………………………………………………….. 19

Immersion Bilingual Education ……………………………………………………………. 20


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Second Language in Educational Institutes ………………………………………………... 21

Children Learn Language Better than Adults ……………………………………………… 22

Teachers’ Language Skills and Experience………………………………………………... 22

Critical Period ……………………………………………………………………………… 23

Reasons for Becoming Bilingual …………………………………………………………... 24

Human Capital Flight ……………………………………………………………………….. 25

Benefits of Bilingualism ……………………………………………………………………. 26

Importance of English ………………………………………………………………………. 28

Impact of Globalization …………………………………………………………………….. 29

Theoretical Framework ………………………………………………………………………….. 30

Stephen Krashen’s Theory………………………………………………………………….. 31

Second Hypothesis of Krashen’s Theory…………………………………………………… 32 Natural Order Hypothesis …………………………………………………………………... 33

Input Hypothesis ……………………………………………………………………………. 33

Affective Filter Hypothesis …………………………………………………………………. 34

CONCEPTUAL FRAMEWORK ……………………………………………………………….. 35

Research Questions / Hypotheses ……………………………………………………………….. 36

CHAPTER 4: METHODOLOGY ……………………………………………………………….37

Study Design …………………………………………………………………………………….. 37

Study Population and Sample Size……………………………………………………………… 37

Data Collection Tools/ Instrumentation …………………………………………………………. 38

Variables………………………………………………………………………………………… 39

Independent Variables…...……………………………………………………………………… 39

Control Varia bles………………………………………………………………………………... 39

Dependent Variables …………………………………………………………………………….. 39

Statistical Analyses ……………………………………………………………………………… 43

CHAPTER FIVE: DATA ANALYSIS AND PRESENTATION OF RESULTS ……………… 44

Statistical Methods ………………………………………………………………………………. 44

Descriptive Analysis …………………………………………………………………………….. 46

Testing of Research Questions …………………………………………………………………... 59

Summary of the Findings ………………………………………………………………………... 75


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LIST OF TABLES

Table 1: Variables ……………………………………………………………………………. 41

Table 2: Research Questions and Statistical Method ………………………………………... 42

Table 3: English Speaking Child …………………………………………………………….. 47

Table 4: Amount of English Spoken by the parent ………………………………………….. 48

Table 5: Mean and Standard Deviation of Pre and post Test Scores ………………………... 50

Table 6: Teacher Years of Experience ……………………………………………………….. 53

Table 7: Instructional Time in English ………………………………………………………. 54Table 8: Mean & Standard deviation of post-test scores and instructional time in English ….55

Table 9: Instructional Time in Arabic ……………………………………………………….. 56

Table 10: Mean & Standard deviation of post-test scores and instructional time in English ….57

Table 11: Amount of English Spoken by the nanny …………………………………………... 58

Table 12: Mean and Standard Deviation of Post Tests by IV …………………………………. 60

Table 13: Bivariate analysis of mean Post-test scores between teacher years of experience …. 60

Table 14: Bivariate correlate coefficients ……………………………………………………... 61

Table 15: Independent Samples Test ………………………………………………………….. 62

Table 16: Levene’s Test ………………………………………………………………………………...63

Table 17: Tests of Between-Subjects Effects …………………………………………………. 64

Table 18: Parameter Estimates ………………………………………………………………... 65

Table 19: Pairwise Comparisons ……………………………………………………………… 66

Table 20: Mean and Standard Deviation of Post Tests by IV ………………………………… 69

Table 21: Bivariate analysis of Post-test scores between nanny speaking English at home ….. 70

Table 22: Bivariate analysis of Post-test scores between parents speaking English at home …70


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Table 23: Bivariate analysis of Post-test scores between English instructional time …………. 71

Table 24: Bivariate analysis of Post-test scores between Arabic instruction time ……………. 71

Table 25: Bivariate analysis of mean Post-test scores between teacher years of experience …. 72

Table 26: Model Summary ……………………………………………………………………. 75

Table 27: Multiple Regression ………………………………………………………………… 75

Table 28: Coefficients …………………………………………………………………………. 76


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LIST OF FIGURES

Figure 1 Conceptual Framework Diagram ………………………………………………... 35

Figure 2 Expected Bilingual Response …………………………………………………… 38

Figure 3 Research Question 1 Diagram …………………………………………………... 44

Figure 4 Research Question 2 Diagram …………………………………………………... 45

Figure 5 English Speaking Child ………………………………………………………….. 48

Figure 6 Parents Speaking English ………………………………………………………... 49

Figure 7 Pre-Test Scores ………………………………………………………………….. 51Figure 8 Post-Test Scores …………………………………………………………………. 52

Figure 9 Teacher Years of Experience ……………………………………………………. 53

Figure 10 Instructional Time in English …………………………………………………… 55

Figure 11 Instructional Time in Arabic ……………………………………………………. 56

Figure 12 Nanny Speaking English ………………………………………………………... 58

Figure 13 Child Speaking English Prior to Enrolling in School …………………………... 67

Figure 14 Assumption of Normality Plot ………………………………………………….. 73

Figure 15 Normal P-Plot …………………………………………………………………... 74


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LIST OF ABBREVIATIONS

ADEC Abu Dhabi Education Council

ANCOVA Analysis of Covariance

ANOVA Analysis of Variance

CI Confidence Interval

CV Control Variable

DV Dependent Variable

IV Independent VariableL1 Home Language – Arabic

L2 Home Language - English

R Q Research Question

SD Standard Deviation

SPSS Statistical Package for Social Sciences


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ABSTRACT

AN EXAMINATION OF THE FACTORS LEADING TO EARLY BILINGUALISM

Shawn M Bhutta, Ph.D.

Trident University International

This non-experimental quantitative study examined the possible factors leading to the

acquisition of the English language by the Emirati national children via their home language and

enrollment in a bilingual school. The independent variables considered were a) English speaking

in the home prior to enrolling in school, and b) the amount of English a child spoke with parentsand/or a nanny at home. The covariates considered were c) instructional time in each language,

d) pre-test as determined by an admission test, and e) teachers ’ years of experience. The

dependent variable considered was bilingual status as such determined by post assessments in

writing, reading, speaking and listening. Through the examination of these variables, this study

addressed the factors of bilingualism proposed in two research questions whether the speaking of

English at home prior to enrolling school by a child had a significant statistical impact on the

students’ attaining bilingual status as determined by the student test scores and whether the

amount of English spoken at home had a significant statistical impact on the students’ bilingual

status as determined by the student s’ test scores. A sample of 149 Emirati students ’ parents

completed a home language survey combined with a survey of ten teachers who provided

information regarding their years of experience, instructional time in English and in Arabic each

day.


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By addressing research question 2, it was revealed that there was a significant statistical

difference in students’ post -test scores when examining the amount of English spoken in the

home.

The information presented in this study showed contributing factors that influence early

bilingualism in the UAE. This study will help future educators and parents identify factors that

are important for creating an environment that makes it easier for their children to become

bilingual and successful in their early school years. This study may help future administrators

when they are hiring new teachers, as the study suggested that it is beneficial to hire teachers

with at least three years of experience. If they are unable to hire teachers with three or moreyears of experience then they must provide professional development to all their new teachers

who do not have such experience, so they can better serve their student body. This study

provides useful information for all parents that their involvement plays a significant role in their

children’s acquisition of English by speaking English in the home and enrolling their children in

bilingual schools. Most studies strongly support the involvement of parents in the education of

their children (Epstein, 2005).


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CHAPTER 1: INTRODUCTION

As bilingual education programs have evolved in the United Arab Emirates, more and

more private schools are adopting American or British based curriculums combined with a

traditional Arabic based curriculum model to educate the country’s youth. An acquisition of a

second language English and being bilingual for children is very desirable to Emirati parents,

so such private schools are in high demand. An editorial article in “The National” newspaper

“Bilingual Education Crucial for UAE” states, “ Real bilingual education starts with

immersion as a child. The focus should be on nursery and primary schools, not universities”

(The National, 2013). Therefore, children are encouraged from an early age to speak both

languages English and Arabic. In her research, Hamidaddin, Hoda AlHussain, states that

parents give first priority to their children being bilingual (AlHussain, 2011).

Abu Dhabi Education Council (ADEC) has a goal that by the year 2020, 90 percent of

the pupils in the United Arab Emirate of Abu Dhabi will be fully ready to meet the needs of

the 21st century global market (UAE Interact, 2013). This infrastructure starts with students

being bilingual at an early age (ADEC, 2013). In addition, similar to many people in the

world, Emiratis are exposed to rapid satellite broadcasting and Western media. As a result,

English is more desirable than ever as a majority of the communication occurs in this

medium. English is also seen as a valuable and necessary tool to succeed today since there

are many different nationalities living and working in the UAE with English being the most

common language among these nationals (Herman Miller, 2011). Naturally, parents want

their children to be successful when they grow up not just academically but socially,

politically and economically, and being fluent in English is a way to accomplish this goal

(Emirates 247, 2013).

Existing research does not explore the particular elements of this study and their

impact on children achieving bilingual status quicker than the previously established time


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frame for second language acquisition, so the researcher believed that the parents’ desire for

their children to be fluent in English combined with the language spoken in the home and the

parental support of the teachers and school enables children to become bilingual in a short

period of time (Baig, 2011). This study is unique as similar studies do not discuss the same

factors as the one researched and discussed in this study. A research study was conducted by

Anne E. Baker, in her paper; “Factors Influencing Child Codas in Early Bilingual Language

Acquisition” discusses some factors that may influence early bilingualism: Input (language

dominance), Social context (conversational partners, situation, and topic) and Motivation

(Baker, n.d). Another study conducted by Dixon (2012), suggested that home and

community are the influencing factors in promoting heritage language vocabulary. Dixon

conducted his study on 282 Singaporean students whose ethnic languages or native languages

were Chinese, Malay, or Tamil, and who were also lear ning English. The results of Dixon’s

study showed when parents spoke English to their children it had a negative effect as did

watching television in English. Therefore, it is obvious the results of this research study

would greatly contribute to the educational community as there appears to be a knowledge

gap and factors such as the examination of an English speaking caregiver nannies has not

been explored in which the researcher thought might be a major contributor to early language

acquisition.


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CHAPTER 2: PROBLEM STATEMENT AND RESEARCH QUESTIONS

Thomas and Collier (1997) affirmed that it takes students an average of 5-7 years to

develop age appropriate academic language. It is also commonly accepted that students

should learn to speak, read and write in their native language prior to having a second

language being introduced for better acquisition (Thomas and Collier, 1997). That being said,

these circumstances are not the end all be all when it comes to achieving bilingual status as

can be seen in one particular school in United Arab Emirates (U.A.E.). According to the

Embassy of the United Arab Emirates in Washington , DC’s Cultural Division sector , the

medium of instruction in all schools in the UAE is Arabic and teaching of English as a

second language is strongly emphasized. It is also stated that new educational reforms in the

UAE are to focus on more interactive English-language integration in all subjects in all

public and private schools in the UAE ( “uaecd .org” 2011). Since it is requ ired, the students

at the research study school are being taught in two languages at a very young age prior to

any reading or writing having taken place in their native language and these students are

achieving bilingual status within a three year period which is significantly shorter than the

generally expected time frame as referenced above by Thomas and Collier. The parents who

register their children in the schools where the second language (English) is considered as the

medium of instruction have been required to join in the responsibility of sustaining the native

language of children (Fillmore, 2000). They are to protect the religious and cultural heritage

of their children, in order to strengthen the moral values and the family relations and to

enhance the literacy skills of their children in the first language for a better bilingual

education. Also, it is stated by Guardado (2002) that parents have to make sure that the best

opportunities are offered to their children so they can achieve an advanced command of their

first language and also the second language at home whether or not it is being supported in

the school. In bilingual communities, in which the medium of instruction is the second


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language, the involvement of parents in the lives of children has been critical in enabling

their development, comprising a superior academic achievement in the bilingual programs

(Genesee, 1999; Baker, 2001). The researcher wanted to know how much influence these

Emirati parents have on their students on their early bilingualism. He also wanted to

investigate the impact of the time spent by the parents and their nannies speaking English at

home and children speaking English prior to enrolling school and other variables such as

instructional time spent on learning English and Arabic at school, teachers years of

experience. These variables were investigated in relation to pre and post assessments to

measure academic achievement.

Novelty of the Study

This study is unique as it covered a gap identifying possible factors in early

bilingualism. The results of this study narrowed the gap as the researcher discovered some

factors such as the presence of an English speaking caregiver/nanny in the home. This and

the other factors addressed in this study such as the amount of English spoken at home,

instructional time at school in each language, teacher years of experience, bilingual status as

determined by students’ pre and post tests proved to contribute to accelerated learning

process for anyone who is seeking early bilingual status for their children. This study is

valuable to the educational world in general and bilingual schools in particular that are

seeking similar results under similar circumstances. Identifying a process, factor and/or

methodology that enables students to acquire a second language in a shorter time period is of

great interest to education organizations seeking ways to assist their second language

learners.


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CHAPTER 3: LITERATURE REVIEW, THEORETICAL AND CONCEPTUAL

FRAMEWORKS

Literature Review

Globalization has greatly affected the lifestyle of almost every individual on this

planet. It has contributed to an increased desire to learn new languages (Littlewood, 2006).

The value of learning more than one language has increased over the past 20 years with the

increase of globalization in many fields of life (Genesee, 2009). Individual feelings and

thoughts have evolved dramatically in the last two decades in relation to the misconceptions

about the problematic nature of bilingualism. The value of acquiring two or more languages

has increased for individuals and communities as a whole (Baker & Prys, 1998). In other

words, the importance of knowing more than one language has increased at the turn of the

third millennium. Therefore, one could say, professional, social and economic statuses have

been enhanced due to this changed attitude. Things have changed so much now most

university authorities realize the importance of mastering a foreign language and awareness

about language rights of indigenous and immigrant communities have increased in developed

countries (Wei, Dewaele, & Housen , 2002). With this growth, development and changed

perspective increased bilingualism was inevitable.

This new view of bilingualism differs greatly from the beliefs about bilingualism

through much of the 20th century (Baker C. , 2011). Researchers, instructors and strategy

makers long measured a second language to be an intrusion, cognitively speaking; it delayed

a child’s academic and intelligent development.

Bilingualism as a Blessing

Researchers in the past were not wrong about the intrusion of another language on a

bilingual’s brain ; there is plenty of evidence in a bilingual’s brain both language systems are

active even when a person is using only one language, thus generating circumstances in


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which one system obstructs the other. But this interference, researchers are finding out, is not

so much a handicap as a blessing (Cummins, 2009). One can say, in a way, it impels the brain

to resolve an internal battle, giving the mind exercise which reinforces its cognitive muscles.

Thus, it is acceptable for bilingualism training to start at a very early age like from the time a

child starts kindergarten. Parents also value the importance of learning a second language for

their children. They take measures to ensure their child is encouraged to learn a second

language. This trend is now so common many schools have added a second language in their

regular curriculum (Dewaele, Beardsmore, Housen, & Wei, 2003). In some schools, more

than one language is being used to promote this practice. Schools and the medium of

instruction used in the surroundings play a vital role in the acquisition of second language.

Many researchers have studied the facts which make us believe language acquisition is easier

for young children as compared to adults.

Second Language in Academics

It is a common practice today for institutes and schools to offer a foreign language

course. Some colleges and universities have even included foreign language in their regular

academic syllabus. This is the result of the knowledge of the importance of academic focus as

one of the major factors which result in the acquisition and development of the need for a

language (Elgin, 2000). There can be several other factors which influence language

acquisition also such as a need to interact with others, the need to study or work, the need to

actively participate in social activities and so on. Learning more than on language is the result

of evolving trends and globalization (Allford & Pachler, 2007). A majority of people believe

it is a better option to start becoming bilingual as early as possible. Some researchers agree

the earlier you start the more fluent you become. Unfortunately, it has been a common

perception any individual cannot be a “real” bilingual unless the y acquire two languages from

infancy or at least as a young child (Newman & Newman, 2006). Perhaps now attitudes about


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acquiring or the value of possessing knowledge of other languages is changing, maybe this

perception will change as well. However now, one may pose the question what are the true

factors which have resulted in this opinion? Several examples expose the fact there is an

obvious variance between those who learn a language in a class setting and those who learn a

second language as a result of a changed environment because of living in a country where

the medium of instruction and communication is a different language. Several factors can

lead to students becoming bilingual at an early age. Bilingualism is usually prevalent with

immigrant children (Newman & Newman, 2006). Literacy plays a vital role in the

development of this skill especially among immigrants. In such circumstances, when a child

is at the stage of acquisition of the first language, and as schooling and daycare services start

at a very early age so the first language is usually interrupted and insufficient or unstructured

language follows from the second language (Hamers & Blanc, 2000). The end result is

children end up with two mastered languages. Research shows the learning capability of

children is much faster compared to adults. They have the skill for new words and sounds as

a result of the broad spectra of lingual input they are exposed to in their daily lives. Children

have several advantages as compared to adults when learning a second language such as they

have the capability to easily divide words into its constituent sounds, they have talent for

classifying words, their responses are relatively fast while learning language, and detecting

rhyming words becomes much easier for children. Lastly, at an early age, bilingual children

demonstrate greater understanding of shapes and patterns (Adler, 2003). Based upon what is

known, children obviously have the ability to become bilingual.

Opportunities for becoming Bilingual

Opportunities of becoming bilingual have increased in recent years. Schools,

professional contacts, the Internet, music, and other forms of entertainment and routine social

interaction are some of the important means of learning more than one language. Interaction


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with people speaking different languages is increasing especially in urban populations.

Bilingualism is a source of new opportunities for individuals and society. It makes the

communication world much broader. When people speak more than one language in

accordance with their environment, the economic strength of the country improves, it gives

distinctive national identity to geographically small countries, it encourages society to rethink

about unity and diversity and tolerance and cooperation often improves (Wei, Dewaele, &

Housen , 2002)

Language Spoken in the Home

Language spoken in the home plays an important role in the development of language

skills of children. Some research indicate that children with a solid foundation of their home

language have the ability to acquire second language more quickly as their literacy and

language abilities are enhanced. When a school values and utilizes the home language for

communication, some research has indicated that skills learned in school in the second

language can transfer to the home language. Research also shows that bilingual children

perform better if their school promotes education in the home language. If the mother tongue

is not preserved at schools, research has shown that children tend to lose their mother tongue

over a passage of time in their early childhood (Cummins, 2001). Conversely, studies have

shown that if the home language is only used with children in the home and another language

is the major mode of communication in school then home language could lack proper support

which may result in the deterioration in the home language may (Hammer, Lawrence, &

Miccio, 2007). Clearly home language has a role in second language acquisition, as does the

second language on the home language.

Bilingualism in United Arab Emirates

English is a global language. In order for students to succeed in the 21 st century, it is

extremely important for them to be able to communicate effectively in English. The same is


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true in the United Arab Emirates (UAE), as most of its young population is comfortable using

English as their primary language for communication. In fact, most of the population in

United Arab Emirates speaks English as well as Arabic, the mother tongue. English has

become so desirable and used that some parents are concerned about their children not being

able to understand or speak Arabic in the future. In 2011, questionnaires were sent to parents

by the Abu Dhabi Education Council in which 82% parents said that they want their children

to learn math and science in Arabic language (National Editorial, 2013). However, this does

not mean that they do not value English which is why so many Emirati students are enrolled

in private international schools where English is the primary language for instruction instead

of the public schools where Arabic is the language of instruction. English remains very

desirable.

Recently discussion has taken place in the print media about the implementation of

bilingualism in the public education system of the UAE. The logic behind this movement is

when children are taught the entire curriculum in Arabic then when they go out to get jobs,

they will lack the skills of basic communication to be competitive in the global market due to

their lack of English knowledge. On the other hand, paying less attention to Arabic the home

language may result in the extinction of the language itself. So it is essential to try to achieve

a balance in the education system (Hamidaddin, 2008). It is anticipated that bilingual

education is likely to become beneficial for the future generations of Emirates school

graduates.

The successful implementation of bilingual education in UAE could be achieved by

making educational policies that value both the languages and ensure that students develop

basic language skills in both languages. Home language should be the focus initially because

it is important that the difficult content is maintained in home language - Arabic (L1) and the

second language- English (L2) will become strong as well. L2 must not exceed L1 at the start

examination of the factors leading to early bilingualism

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