The Impact of Language Status as an Acculturative Stressor on Internalizing and Externalizing Behaviors among Latino/a Children: A Longitudinal Analysis from School Entry through Third Grade

Bilingualism and Development of Social Competence of English Language Learners: A Review

“…Of the 12 studies examining the relationship between English levels and internalizing behaviours, eight found a negative association, two found a positive association and two did not report significant associations (Chang et al, 2007;Dawson & Williams, 2008). Of the 11 studies examining relationship between English levels and social skills, eight studies found a positive association and three found no association (Chang et al, 2007;Luchtel, Hughes, Luze, Bruna, & Peterson, 2010;Vaughan et al, 2007).…”

“…ELLs with lower/the lowest levels of English had 1. higher levels of externalizing behaviours in grade three when their English skills were limited at school entry (Dawson & Williams, 2008) 2. more behavioural concerns in second generation (born in US) when compared with first generation counterparts (born overseas) (De-Feyter & Winsler, 2009); 3. the fastest increasing rate of teacher-reported externalizing behaviours from kindergarten to grade five when compared with peers whose English was native-like and fluent (Han & Huang, 2010); 4. the highest levels of teachers reported peer play disruption (i.e., being aggressive, antisocial and disturbing ongoing activities) when compared with peers whose English was native-like and fluent (Oades-Sese et al, 2011); and 5. higher levels of externalizing behaviours when parenting practices were characterized by low warmth and high control (Chen et al, 2014); internalizing behaviours…”

“…Among the 13 studies, five used (standardised) language tests (Chang et al, 2007;Dawson & Williams, 2008;De-Feyter & Winsler, 2009;Howes et al, 2011;Oades-Sese, Esquivel, Kaliski, & Maniatis, 2011), two used Likert scale questionnaires (Chen et al, 2014;Chen & Tse, 2010), and the rest used language status (i.e., ELLs and non-ELLs) or teacher-or parent-report of classroom or home language use (i.e., English or heritage languages). Using language status or home or classroom language use may be inadequate because it only provided a rough assessment of English.…”

Dispositional and Psychosocial Variables as Longitudinal Predictors of Acculturative Stress

“…Cemalcilar, ; Ying, ) that focus on anxiety, depression, psychiatric symptoms, or other processes related to acculturation, but not specifically on acculturative stress (e.g. Araújo Dawson & Williams, ; Duarte, Bird, Shrout, Wu, Lewis‐Fernandez, Shen, & Canino, ), or focus on the effect that acculturative stress has on other behaviours and outcomes (e.g. Walker, ).…”

Supportive Classroom Contexts for Upper Elementary English Language Learners

“…Lower levels of English proficiency can be stressful for ELL students (Dawson & Williams, 2008) and can be related to students' poor internalizing and externalizing behaviors (Niehaus & Adelson, 2013 willing to support ELL students, larger systemic issues such as a lack of personnel or poorly aligned resources can make teaching ELLs a challenge (Batt, 2008). ELLs are consequently at !…”