The English proficiency and academic language skills of Australian bilingual children during the primary school years.

Purpose: Evidence suggests that early proficiency in the language of school instruction is an important predictor of academic success for bilingual children. This study investigated whether English-proficiency at 4-5 years of age predicts academic language and literacy skills among Australian bilingual children at 10-11 years of age, as part of the Longitudinal Study of Australian Children ( LSAC, 2012 ).

Method: The LSAC comprises a nationally representative clustered cross-sequential sample of Australian children.

Monolingual versus multilingual acquisition of English morphology: what can we expect at age 3?

Background: At least two-thirds of the world's children grow up in environments where more than one language is spoken. Despite the global predominance of multilingualism, much remains unknown regarding the language acquisition of children acquiring multiple languages compared with monolingual children. A greater understanding of multilingualism is crucial for speech-language pathologists given the increasing number of children being raised in linguistically diverse environments.