Shyness as a risk factor for second language acquisition of immigrant preschoolers

Keller, Karin; Troesch, Larissa Maria; Grob, Alexander

doi:10.1016/j.appdev.2013.07.001

Cited by 15 publications

(18 citation statements)

References 44 publications

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“…Contrary to Hypotheses 3.2 and 3.3, we found no association between English proficiency at age 10 and shyness development from age 10 to 16. This finding is not consistent with previous research on shyness and language proficiency (Chen & Tse, 2010;Keller et al, 2013;Polo & López, 2009;Strand et al, 2011) or with the theory that proficiency in the dominant language of a country (in this case, English) facilitates smoother and less stressful social interactions, contributing to lower levels of shyness. This may be due to a ceiling effect where youth were, overall, quite proficient at English (Mean = 3.35/4.00), so small variations in English proficiency were not impacting whether youth could communicate effectively with others.…”

Section: Correlates Of Shyness Trajectorycontrasting

confidence: 99%

“…(vs. youth who immigrated) may behave more consistently with American social norms, leading them to have an easier time socializing with peers and experience less shyness. Prior research found that shy youth have worse second language competence and slower language development among immigrant preschoolers in Switzerland (Keller et al, 2013) and Chinese-Canadian adolescents in Canada (Chen & Tse, 2010). In the U.S., shyness was associated with decreased language proficiency in both English-and Spanish-speaking children attending Head Start (Strand et al, 2011).…”

Section: Shyness and Acculturationmentioning

confidence: 99%

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The development of shyness from late childhood to adolescence: A longitudinal study of Mexican-origin youth

Lawson¹,

Barrett²,

Cerny³

et al. 2021

Preprint

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Shyness, or the tendency to be inhibited and uncomfortable in novel social situations, is a consequential personality trait, especially during adolescence. The present study examined the development of shyness from late childhood (age 10) through adolescence (age 16) using data from a large, longitudinal study of Mexican-origin youth (N = 674). Using both self- and mother-reports of shyness assessed via the Early Adolescent Temperament Questionnaire-Revised, we found moderate to high rank-order stabilities across two-year intervals and a mean-level decrease in shyness from age 10 to 16. Anxiety and depression were associated with higher initial levels of shyness, and anxiety was associated with greater decreases in shyness from age 10 to 16. Contrary to predictions, neither nativity (country of birth) nor language proficiency (English, Spanish) was associated with the development of shyness across adolescence. Thus, youth generally decline in shyness during adolescence, although there is substantial individual variability in shyness trajectories.

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Section: Correlates Of Shyness Trajectorycontrasting

confidence: 99%

Section: Shyness and Acculturationmentioning

confidence: 99%

The development of shyness from late childhood to adolescence: A longitudinal study of Mexican-origin youth

Lawson¹,

Barrett²,

Cerny³

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Paul (2013), Chishti, Amin & Yousaf (2018) and Namaghi, Safaee & Sobhanifar (2015) documented that shyness is significantly and negatively associated with English speaking scores and academic achievement. In another study, Keller, Troesch and Grob (2013) found that shy immigrant children learn second language more slowly and have lower proficiency of foreign language compared to non-shy immigrant classmates. Noormohamadi (2009) investigated the relationship between anxiety and the use of language learning strategy and reported a significant negative correlation between these two variables.…”

Section: Studies On Shyness Language Anxiety and Language Learning Smentioning

confidence: 93%

The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement

Oflaz¹

2019

EUROPEAN J ED RES

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The purpose of this research was to investigate the relationship between foreign language anxiety, shyness, language learning strategies, speaking scores and academic achievement of university preparatory students learning German. In addition, it was aimed to determine how the independent variables predict the speaking scores and academic achievement. The research sample consisted of 110 students (75 female and 35 males). Three instruments used in the study were: Foreign Language Classroom Anxiety Scale; Strategy Inventory of Language Learning and Shyness Scale. The results of this study revealed that a moderate significant negative relationship (r= -.434) was present between the students' foreign language learning anxiety and academic achievement. Besides, a significant and negative relationship (r= -.290) was found between foreign language anxiety and speaking scores of students. According to the correlation analysis, no significant relationship was identified between shyness, academic achievement and speaking scores of students. According to the analysis, a significant positive relationship was found between the students' language learning strategies and their academic achievements (r= .275). Namely, these data showed that, the level of academic achievement increases as the use of strategy increases. Similarly, shyness and foreign language anxiety show a moderate positive correlation (r= .419). According to these findings, it may be stated that shyness increases as speaking anxiety rises. Besides, it was determined that students' shyness, foreign language anxiety and language learning strategies predicted 26.4 % of their academic achievement. The results indicated that independent variables were positive predictors of students' academic achievement. Finally, suggestions were made for German teachers to reduce the effects of shyness and anxiety in the process of foreign language learning.

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“…Shy children were seen to be particularly at risk, having fewer strategies for building relationships and opportunities for interactions. Keller et al (2013) noted that not only are shy children less likely to seek interactions, but peers and educators are also less likely to interact with them. In this study, it was apparent that often the NS children showed little interest in or were dismissive of EAL children.…”

Section: The Interdependence Of Language and Social Developmentmentioning

confidence: 99%

Re-assessing the place of the “silent period” in the development of English as an Additional Language among children in Early Years settings

Harris¹

2019

TEANGA

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This paper explores the acceptance of a “silent period” as a stage in second language development for children acquiring English as an Additional Language in Early Years settings. Current views suggest that it is normal for children to very quickly stop using their mother tongue and enter a period of silence. A positive perspective on this is that children may be using this time to observe and grow in understanding of the second language. However, there may also be negative effects, as children may become withdrawn and miss out on opportunities to develop relationships and language. It is the argument of this paper that if this silent period is normalised, there is potential for ambivalence around the well-being of the child which may run counter to best Early Years practice. This study consisted of a qualitative content analysis which drew on twenty case studies collected by Early Years Educators documenting children’s progress over the initial weeks and months in Early Years settings. The main findings were that some children did indeed enter a silent period and shyness was a risk factor for this being prolonged. Non-verbal communication was used positively by some children to develop relationships with other children, but negatively by others, in the form of aggression and frustration, until they developed enough language to communicate. The children who did best continued to use their home language and non-verbal communication which enabled them to form relationships. Over time this became a bridge into the second language. Strategies used by educators included supporting children in small groups and bringing the home language into the setting in keeping with recommendations of policy documents in Ireland. Ultimately, this paper argues that the normalisation of a silent period may infringe on children’s rights to be active participants in their own learning. Moreover, it may limit the extent to which they are meaningfully valued, respected, empowered, cared for and included in Early Years settings.

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Shyness as a risk factor for second language acquisition of immigrant preschoolers

Cited by 15 publications

References 44 publications

The development of shyness from late childhood to adolescence: A longitudinal study of Mexican-origin youth

The development of shyness from late childhood to adolescence: A longitudinal study of Mexican-origin youth

The Effects of Anxiety, Shyness and Language Learning Strategies on Speaking Skills and Academic Achievement

Re-assessing the place of the “silent period” in the development of English as an Additional Language among children in Early Years settings

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