Abstract
Evaluation of the effect of mother tongue teaching to migrant children in the Netherlands. Data are presented on first- and second-language proficiency of the Turkish sample (n=368). The aim of the investigation was to find out to what extent learner characteristics influence proficiency scores. It is concluded that the correlation between first and second-language proficiency is particularly low, which does not support Cummins' interdependency hypothesis. Interestingly parents' interest in school is an important global factor. Age on arrival appears to be of little importance for scores on the first-language tests. This suggests that children who have lived in the Netherlands for most of their lives, still show a continued development of their mother tongue.
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