Abstract:
Second language acquisition has become a highly relevant, hotly debated topic in the
United States. Of particular importance to early childhood researchers is how to most
effectively educate young English language learners. Thus, a goal is to develop an
understanding of the young language learner’s school-related strengths and weaknesses.
Existing literature has demonstrated associations between motivation, creativity, problem
solving, language aptitude and bilingualism; however, the role of social-emotional skills
in second language acquisition, particularly in young children, has been understudied.
The study was an exploration of (1) an analysis of demographics and the role individual
differences in cognitive/language skills and social-emotional skills play in English
language acquisition and (2) the effects of first language proficiency on social-emotional
development. Using a sample (n = 1,501) of diverse low-income preschoolers
participating in the Miami School Readiness project, the present study aimed to
illuminate the cognitive/language and social-emotional factors associated with successful
second language acquisition during early childhood. Children were assessed in the areas
of social-emotional skills and cognitive/language skills at the beginning of their
preschool year and then social-emotional skills were assessed again at the end of the year.
Finally, English proficiency was assessed a year later at the beginning of their
kindergarten year. Multivariate analyses of variance were utilized to explicate the role of
individual differences in social-emotional and cognitive/language skills among
monolingual English, monolingual Spanish, and bilingual preschoolers. Findings
demonstrated that Spanish-speaking preschoolers with higher levels of social-emotional
and cognitive/language skills were more successful in obtaining English proficiency by
kindergarten. Results indicated that demographic differences, cognitive and language
skills, and social-emotional skills are all significantly related to success in second
language acquisition. Further, after controlling for the effects of cognitive and language
abilities and demographic differences, social-emotional skills maintained a significant
association with the attainment of English-language proficiency. First language
proficiency did not predict children’s gains in social-emotional development. Findings
suggest that social-emotional skills are a valuable resource for English language learners,
specifically in this population of low-income, minority preschoolers.
