Abstract
This study examined the relations among bilinguality, academic achievement, and socio-psychological factors such as ethnolinguistic identity and beliefs, first language (L1) educational support, and interpersonal contacts. The participants were 42 second generation Japanese Canadian youths living in the metropolitan Toronto area. All had attended one particular Japanese Heritage Language School around the late 1970s; however the lengths of time they had attended Japanese language institutions varied. Students' bilingual proficiencies were assessed in both English and Japanese. Detailed questionnaires were administered to analyze socio-psychological factors. A strong relationship was found between Japanese oral and reading skills and both were related to a variety of ethnolinguistic identity, belief, and interpersonal contact variables. Japanese reading scores positively predicted both English reading and academic achievement (Ontario Academic Credit) performance. This suggests that L1 academic development enhances not only the development of L2 but also educational outcomes as a whole.
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