Home Language and Language Proficiency: A Large-scale Longitudinal Study in Dutch Primary Schools

Abstract

This article reports on a large-scale longitudinal study into the development of language proficiency of Dutch primary school pupils aged 7–10. Data on language proficiency and a range of background variables (home language, level of education and occupational status of parents, language background, migrants' length of residence) from 4419 pupils were analysed. The main outcomes of the study are that, although children with an immigrant language background (Turkish/Moroccan) develop their skills in Dutch considerably over two years, they are nonetheless lagging behind compared to the Dutch reference group. As other groups with a home language other than standard Dutch (Frisian, Limburgish, dialects) do not show a similar trend, it is concluded that the use of the Dutch language in itself is not a crucial factor in the development of language proficiency in primary school. With respect to the background variables, one interesting finding was that the same structural equation model applies to all linguistic groups. The outcomes are discussed in the light of the current debate on school performance of children with migrant backgrounds.