Exploring the Impact of Family Socio-Economic Status on Children's Bilingual Abilities Among Arab Families

被引：0

作者：

Mohamed, Ahmed ^{[1
]}

Xie, Qiuzhi ^{[2
]}

Opoku, Maxwell Peprah ^{[1
]}

Cheikhmous, Aisha ^{[1
]}

机构：

[1] United Arab Emirates Univ, Coll Educ, POB 15551, Al Ain, U Arab Emirates

[2] Australian Catholic Univ, Australian Ctr Advancement Literacy, Level 9,33 Berry St, North Sydney, NSW 2060, Australia

来源：

EDUCATION SCIENCES | 2025年 / 15卷 / 04期

关键词：

socio-economic status; bilingual; oral language; reading; HOME LITERACY ENVIRONMENT; SELF-DETERMINATION THEORY; LANGUAGE; VOCABULARY; MOTIVATION; LEARNERS;

D O I：

10.3390/educsci15040516

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the impact of family socio-economic status on children's bilingual oral language and reading abilities. The participants were 92 Arabic-English bilingual children (Meanage = 8.52 years old) in Grade 3 of primary schools and their parents in the United Arab Emirates. A correlational research design was used. The children completed several bilingual oral language and reading tests, and their parents filled in the family background questionnaire. The results of general regression show that mothers' education level and family income affected children's English, but not Arabic, oral language and word reading abilities. Family income was a significant predictor of children's English oral language skills, and mothers' education level contributed to children's English word reading. However, fathers' education level did not predict children's bilingual abilities. The contextual influence on children's language and literacy development is discussed.

引用

页数：13

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