An Examination of the Factors Leading to Early Bilingualism

A Dissertation
Presented to the Faculty of the College of Education

of Trident University International

in Partial Fulfillment of the requirements for the Degree of

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Doctor of Philosophy in Educational Leadership

by

Shawn Bhutta

Cypress, California
2014

Defended June, 2014

Approved by:
Office of Academic Affairs
Date of degree conferral
Dean: Dr. Holly Orozoco
Director, PhD Program: Dr. Wenling Li
Committee Chair: Dr. Wenling Li
Committee Member: Dr. Heeja Kim
Committee Member: Dr. Abeer Fahim

UMI Number: 3583087

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BIOGRAPHICAL SKETCH
Dr. Shawn M. Bhutta received his Bachelor of Science degree from Winona State
University in1993 and his Master of Science degree in Educational Administration from the
University of Scranton in 2010. Dr. Bhutta has been an educator for almost two decades holding
a wide range of positions ranging from classroom teacher; department chair, school coordinator
to administrator. He has been a part of many committees and has won many statewide awards for

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his school publications as an advisor.

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ACKNOWLEDGMENTS
First and foremost, I would like to thank my committee chair, Dr. Wenling Li for her full
support during this journey. Throughout this process, her guidance, and diligence made this
project complete. You truly are a legend Dr. Li. I would also like to thank my committee
members Dr. Heeja Kim and Dr. Abeer Fahim for their time, help, guidance and support. A
special thanks to my wife Dr. Amy Hansen Bhutta who always stood by me and provided me
with valuable suggestions to make this project more manageable. I would like to give special

thanks to my son Aden who let me work on this project and did not pressure me to play with him
when I was working on my dissertation. I LOVE my family!

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As an American working and residing in the UAE, I would like to thank our host country
for being so kind and allowing me to complete this research project in their country. I would like

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to end this with a quote from the great ruler of UAE the late Sheikh Zayed, "He who does not
know his past cannot make the best of his present and future, for it is from the past that we
learn.

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Table of Contents

BIOGRAPHICAL SKETCH...ii
ACKNOWLEDGMENTS...iii
LIST OF TABLES.........vii
LIST OF FIGURESix
LIST OF ABBREVIATIONS..x
ABSTRACT...xi
CHAPTER 1: INTRODUCTION1

CHAPTER 2: PROBLEM STATEMENT AND RESEARCH QUESTIONS3

Problem Statement...3
Novelty of the Study4

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Research Questions..5
CHAPTER 3: LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK.6

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Literature Review.6
Bilingual as a Blessing..6
Second Language in Academics...7
Opportunities for becoming Bilingual..8
Language Spoken in the Home.9
Bilingualism in United Arab Emirates..9
Bilingualism Opens Trails of Thoughts..11
Labeling Second Language Acquisition.11
Factors Leading to Bilingualism.12
Myths about Bilingualism...13
Types of Bilingualism.15
Code Switching..15
Students as Bilinguals16
Childhood Bilingualism.17
Two-way Immersion..19
Immersion Bilingual Education.20
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Second Language in Educational Institutes...21

Children Learn Language Better than Adults22
Teachers Language Skills and Experience...22
Critical Period23
Reasons for Becoming Bilingual...24
Human Capital Flight..25
Benefits of Bilingualism.26
Importance of English.28
Impact of Globalization..29
Theoretical Framework..30

Stephen Krashens Theory..31

Second Hypothesis of Krashens Theory32
Natural Order Hypothesis...33

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Input Hypothesis.33
Affective Filter Hypothesis.34

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CONCEPTUAL FRAMEWORK..35
Research Questions / Hypotheses..36
CHAPTER 4: METHODOLOGY.37
Study Design..37
Study Population and Sample Size37
Data Collection Tools/ Instrumentation.38
Variables39
Independent Variables...39
Control Variables...39
Dependent Variables..39
Statistical Analyses43
CHAPTER FIVE: DATA ANALYSIS AND PRESENTATION OF RESULTS44
Statistical Methods.44
Descriptive Analysis..46
Testing of Research Questions...59
Summary of the Findings...75
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CHAPTER 6: DISCUSSION AND IMPLICATIONS OF RESEARCH..78

Discussion..79
Limitations.86
Delimitations..86
Implications87
Recommendations..89
Summary91
Confidentiality/Privacy..92
REFERENCES..94
APPENDIX A HOME LANGUAGE SURVEY....101
HOME LANGUAGE SURVEY ARABIC TRANSLATION.102

APPENDIX C

TEACHER SURVEY...103

APPENDIX D

TEACHER SURVEY ARABIC TRANSLATION.104

APPENDIX E

PARTICIPENT CONSENT.105

APPENDIX F

PARTICIPENT CONSENT ARABIC TRANSLATION107

APPENDIX G

PARENT LETTER..109

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APPENDIX H

APPENDIX B

PARENT LETTER ARABIC TRANSLATION.110

APPENDIX I

SCHOOLS PERMISSION...111

APPENDIX J

TRIDENT UNIVERSITY IRB.112

APPENDIX K

REGRESSION PLOT: NANNY VS. POST-TEST.113

APPENDIX L
APPENDIX M
APPENDIX N

REGRESSION PLOT: PARENTS VS. POST-TEST.114

INSTRUCTION TIME IN ENGLISH VS.POST-TEST115

INSTRUCTION TIME IN ARABIC VS.POST-TEST...116

APPENDIX O

TEACHER YEARS OF EXPERIENCE VS.POST-TEST.117

APPENDIX P

PRE-TEST VS.POST-TEST...118

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LIST OF TABLES
Variables.41

Table 2:

Research Questions and Statistical Method...42

Table 3:

English Speaking Child..47

Table 4:

Amount of English Spoken by the parent..48

Table 5:

Mean and Standard Deviation of Pre and post Test Scores...50

Table 6:

Teacher Years of Experience..53

Table 7:

Instructional Time in English.54

Table 8:

Mean & Standard deviation of post-test scores and instructional time in English.55

Table 9:

Instructional Time in Arabic..56

Table 10:

Mean & Standard deviation of post-test scores and instructional time in English.57

Table 11:

Amount of English Spoken by the nanny...58

Table 12:

Mean and Standard Deviation of Post Tests by IV.60

Table 13:

Bivariate analysis of mean Post-test scores between teacher years of experience.60

Table 14:

Bivariate correlate coefficients...61

Table 15:

Independent Samples Test..62

Table 16:

Levenes Test...63

Table 17:

Tests of Between-Subjects Effects.64

Table 18:

Parameter Estimates...65

Table 19:

Pairwise Comparisons66

Table 20:

Mean and Standard Deviation of Post Tests by IV69

Table 21:

Bivariate analysis of Post-test scores between nanny speaking English at home..70

Table 22:

Bivariate analysis of Post-test scores between parents speaking English at home70

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Table 1:

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Bivariate analysis of Post-test scores between English instructional time.71

Table 24:

Bivariate analysis of Post-test scores between Arabic instruction time.71

Table 25:

Bivariate analysis of mean Post-test scores between teacher years of experience.72

Table 26:

Model Summary.75

Table 27:

Multiple Regression75

Table 28:

Coefficients.76

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Table 23:

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LIST OF FIGURES

Conceptual Framework Diagram...35

Figure 2

Expected Bilingual Response38

Figure 3

Research Question 1 Diagram...44

Figure 4

Research Question 2 Diagram...45

Figure 5

English Speaking Child..48

Figure 6

Parents Speaking English...49

Figure 7

Pre-Test Scores..51

Figure 8

Post-Test Scores.52

Figure 9

Teacher Years of Experience.53

Figure 10

Instructional Time in English55

Figure 11

Instructional Time in Arabic.56

Figure 12

Nanny Speaking English...58

Figure 13

Child Speaking English Prior to Enrolling in School...67

Figure 14

Assumption of Normality Plot..73

Figure 15

Normal P-Plot...74

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Figure 1

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Abu Dhabi Education Council

ANCOVA

Analysis of Covariance

ANOVA

Analysis of Variance

CI

Confidence Interval

CV

Control Variable

DV

Dependent Variable

IV

Independent Variable

L1

Home Language Arabic

L2

Home Language - English

RQ

Research Question

SPSS

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SD

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ADEC

LIST OF ABBREVIATIONS

Standard Deviation

Statistical Package for Social Sciences

ABSTRACT
AN EXAMINATION OF THE FACTORS LEADING TO EARLY BILINGUALISM
Shawn M Bhutta, Ph.D.
Trident University International

This non-experimental quantitative study examined the possible factors leading to the
acquisition of the English language by the Emirati national children via their home language and
enrollment in a bilingual school. The independent variables considered were a) English speaking

in the home prior to enrolling in school, and b) the amount of English a child spoke with parents

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and/or a nanny at home. The covariates considered were c) instructional time in each language,
d) pre-test as determined by an admission test, and e) teachers years of experience. The

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dependent variable considered was bilingual status as such determined by post assessments in
writing, reading, speaking and listening. Through the examination of these variables, this study
addressed the factors of bilingualism proposed in two research questions whether the speaking of
English at home prior to enrolling school by a child had a significant statistical impact on the
students attaining bilingual status as determined by the student test scores and whether the
amount of English spoken at home had a significant statistical impact on the students bilingual
status as determined by the students test scores. A sample of 149 Emirati students parents
completed a home language survey combined with a survey of ten teachers who provided
information regarding their years of experience, instructional time in English and in Arabic each
day.

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ANCOVA statistical tests, independent t-tests and multiple regressions were used to
examine the variables listed in the study to provide the researcher with answers to the research
questions.
The research study revealed that the pre-test scores and child speaking English prior to
entering school had significant association with post-test scores. However, instructional time in
English had no significant association with the post test scores. When instructional time in
English and its relationship was examined it was discovered to be not significant. When the

mean test scores of children speaking English was examined with non-English speaking children,

school was significantly higher.

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it was discovered that mean post-test scores of English speaking children prior to enrolling in

When the amount of English spoken at home by a nanny, the amount of English spoken

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by the parents, the teachers year of experience and pre test scores were examined, it was
discovered that the amount of English spoken at home by a nanny, the amount of English spoken
by the parents, the teachers year of experience and pre test scores had a significant association
with post test scores and had positive association with the post test scores. But instructional time
in English and Arabic had no significant association with the post test scores. It was also
discovered that instruction time in English and pre-test scores had a non-significant relationship
with post test scores.
Overall, the research indicated that there was a positive and significant relationship between
these variables and post-test scores. By addressing research question 1, the study revealed that
there was a significant statistical difference in students post- test scores depending on whether a
child spoke English in the home prior to enrolling in school.

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By addressing research question 2, it was revealed that there was a significant statistical
difference in students post-test scores when examining the amount of English spoken in the
home.
The information presented in this study showed contributing factors that influence early
bilingualism in the UAE. This study will help future educators and parents identify factors that
are important for creating an environment that makes it easier for their children to become
bilingual and successful in their early school years. This study may help future administrators
when they are hiring new teachers, as the study suggested that it is beneficial to hire teachers

with at least three years of experience. If they are unable to hire teachers with three or more

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years of experience then they must provide professional development to all their new teachers
who do not have such experience, so they can better serve their student body. This study

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provides useful information for all parents that their involvement plays a significant role in their
childrens acquisition of English by speaking English in the home and enrolling their children in
bilingual schools. Most studies strongly support the involvement of parents in the education of
their children (Epstein, 2005).

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CHAPTER 1: INTRODUCTION
As bilingual education programs have evolved in the United Arab Emirates, more and
more private schools are adopting American or British based curriculums combined with a
traditional Arabic based curriculum model to educate the countrys youth. An acquisition of a
second language English and being bilingual for children is very desirable to Emirati parents,
so such private schools are in high demand. An editorial article in The National newspaper
Bilingual Education Crucial for UAE states, Real bilingual education starts with
immersion as a child. The focus should be on nursery and primary schools, not universities

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(The National, 2013). Therefore, children are encouraged from an early age to speak both
languages English and Arabic. In her research, Hamidaddin, Hoda AlHussain, states that
parents give first priority to their children being bilingual (AlHussain, 2011).

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Abu Dhabi Education Council (ADEC) has a goal that by the year 2020, 90 percent of
the pupils in the United Arab Emirate of Abu Dhabi will be fully ready to meet the needs of
the 21st century global market (UAE Interact, 2013). This infrastructure starts with students

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being bilingual at an early age (ADEC, 2013). In addition, similar to many people in the
world, Emiratis are exposed to rapid satellite broadcasting and Western media. As a result,
English is more desirable than ever as a majority of the communication occurs in this
medium. English is also seen as a valuable and necessary tool to succeed today since there
are many different nationalities living and working in the UAE with English being the most
common language among these nationals (Herman Miller, 2011). Naturally, parents want
their children to be successful when they grow up not just academically but socially,
politically and economically, and being fluent in English is a way to accomplish this goal
(Emirates 247, 2013).
Existing research does not explore the particular elements of this study and their
impact on children achieving bilingual status quicker than the previously established time
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frame for second language acquisition, so the researcher believed that the parents desire for
their children to be fluent in English combined with the language spoken in the home and the
parental support of the teachers and school enables children to become bilingual in a short
period of time (Baig, 2011). This study is unique as similar studies do not discuss the same
factors as the one researched and discussed in this study. A research study was conducted by
Anne E. Baker, in her paper; Factors Influencing Child Codas in Early Bilingual Language
Acquisition discusses some factors that may influence early bilingualism: Input (language
dominance), Social context (conversational partners, situation, and topic) and Motivation
(Baker, n.d). Another study conducted by Dixon (2012), suggested that home and

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community are the influencing factors in promoting heritage language vocabulary. Dixon
conducted his study on 282 Singaporean students whose ethnic languages or native languages

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were Chinese, Malay, or Tamil, and who were also learning English. The results of Dixons
study showed when parents spoke English to their children it had a negative effect as did
watching television in English. Therefore, it is obvious the results of this research study

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would greatly contribute to the educational community as there appears to be a knowledge

gap and factors such as the examination of an English speaking caregiver nannies has not
been explored in which the researcher thought might be a major contributor to early language
acquisition.

CHAPTER 2: PROBLEM STATEMENT AND RESEARCH QUESTIONS

Thomas and Collier (1997) affirmed that it takes students an average of 5-7 years to
develop age appropriate academic language. It is also commonly accepted that students
should learn to speak, read and write in their native language prior to having a second
language being introduced for better acquisition (Thomas and Collier, 1997). That being said,
these circumstances are not the end all be all when it comes to achieving bilingual status as
can be seen in one particular school in United Arab Emirates (U.A.E.). According to the
Embassy of the United Arab Emirates in Washington, DCs Cultural Division sector, the

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medium of instruction in all schools in the UAE is Arabic and teaching of English as a
second language is strongly emphasized. It is also stated that new educational reforms in the
UAE are to focus on more interactive English-language integration in all subjects in all

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public and private schools in the UAE (uaecd.org 2011). Since it is required, the students
at the research study school are being taught in two languages at a very young age prior to
any reading or writing having taken place in their native language and these students are

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achieving bilingual status within a three year period which is significantly shorter than the
generally expected time frame as referenced above by Thomas and Collier. The parents who
register their children in the schools where the second language (English) is considered as the
medium of instruction have been required to join in the responsibility of sustaining the native
language of children (Fillmore, 2000). They are to protect the religious and cultural heritage
of their children, in order to strengthen the moral values and the family relations and to
enhance the literacy skills of their children in the first language for a better bilingual
education. Also, it is stated by Guardado (2002) that parents have to make sure that the best
opportunities are offered to their children so they can achieve an advanced command of their
first language and also the second language at home whether or not it is being supported in
the school. In bilingual communities, in which the medium of instruction is the second
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language, the involvement of parents in the lives of children has been critical in enabling
their development, comprising a superior academic achievement in the bilingual programs
(Genesee, 1999; Baker, 2001). The researcher wanted to know how much influence these
Emirati parents have on their students on their early bilingualism. He also wanted to
investigate the impact of the time spent by the parents and their nannies speaking English at
home and children speaking English prior to enrolling school and other variables such as
instructional time spent on learning English and Arabic at school, teachers years of
experience. These variables were investigated in relation to pre and post assessments to
measure academic achievement.

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Novelty of the Study

This study is unique as it covered a gap identifying possible factors in early

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bilingualism. The results of this study narrowed the gap as the researcher discovered some
factors such as the presence of an English speaking caregiver/nanny in the home. This and
the other factors addressed in this study such as the amount of English spoken at home,

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instructional time at school in each language, teacher years of experience, bilingual status as
determined by students pre and post tests proved to contribute to accelerated learning
process for anyone who is seeking early bilingual status for their children. This study is
valuable to the educational world in general and bilingual schools in particular that are
seeking similar results under similar circumstances. Identifying a process, factor and/or
methodology that enables students to acquire a second language in a shorter time period is of
great interest to education organizations seeking ways to assist their second language
learners.

Research Questions
RQ 1: If a child speaks English prior to enrolling in school does it have a significant
statistical impact on students achieving bilingual status as determined by student post-test
scores?
RQ 2: Does the amount of English spoken in the home have a significant statistical impact

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on students achieving bilingual status as determined by student post-test scores?

CHAPTER 3: LITERATURE REVIEW, THEORETICAL AND CONCEPTUAL

FRAMEWORKS
Literature Review
Globalization has greatly affected the lifestyle of almost every individual on this
planet. It has contributed to an increased desire to learn new languages (Littlewood, 2006).
The value of learning more than one language has increased over the past 20 years with the
increase of globalization in many fields of life (Genesee, 2009). Individual feelings and
thoughts have evolved dramatically in the last two decades in relation to the misconceptions
about the problematic nature of bilingualism. The value of acquiring two or more languages

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has increased for individuals and communities as a whole (Baker & Prys, 1998). In other
words, the importance of knowing more than one language has increased at the turn of the

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third millennium. Therefore, one could say, professional, social and economic statuses have
been enhanced due to this changed attitude. Things have changed so much now most
university authorities realize the importance of mastering a foreign language and awareness

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about language rights of indigenous and immigrant communities have increased in developed
countries (Wei, Dewaele, & Housen , 2002). With this growth, development and changed
perspective increased bilingualism was inevitable.
This new view of bilingualism differs greatly from the beliefs about bilingualism
through much of the 20th century (Baker C. , 2011). Researchers, instructors and strategy
makers long measured a second language to be an intrusion, cognitively speaking; it delayed
a childs academic and intelligent development.
Bilingualism as a Blessing
Researchers in the past were not wrong about the intrusion of another language on a
bilinguals brain; there is plenty of evidence in a bilinguals brain both language systems are
active even when a person is using only one language, thus generating circumstances in

which one system obstructs the other. But this interference, researchers are finding out, is not
so much a handicap as a blessing (Cummins, 2009). One can say, in a way, it impels the brain
to resolve an internal battle, giving the mind exercise which reinforces its cognitive muscles.
Thus, it is acceptable for bilingualism training to start at a very early age like from the time a
child starts kindergarten. Parents also value the importance of learning a second language for
their children. They take measures to ensure their child is encouraged to learn a second
language. This trend is now so common many schools have added a second language in their
regular curriculum (Dewaele, Beardsmore, Housen, & Wei, 2003). In some schools, more
than one language is being used to promote this practice. Schools and the medium of

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instruction used in the surroundings play a vital role in the acquisition of second language.
Many researchers have studied the facts which make us believe language acquisition is easier

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for young children as compared to adults.

Second Language in Academics

It is a common practice today for institutes and schools to offer a foreign language

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course. Some colleges and universities have even included foreign language in their regular
academic syllabus. This is the result of the knowledge of the importance of academic focus as
one of the major factors which result in the acquisition and development of the need for a
language (Elgin, 2000). There can be several other factors which influence language
acquisition also such as a need to interact with others, the need to study or work, the need to
actively participate in social activities and so on. Learning more than on language is the result
of evolving trends and globalization (Allford & Pachler, 2007). A majority of people believe
it is a better option to start becoming bilingual as early as possible. Some researchers agree
the earlier you start the more fluent you become. Unfortunately, it has been a common
perception any individual cannot be a real bilingual unless they acquire two languages from
infancy or at least as a young child (Newman & Newman, 2006). Perhaps now attitudes about

acquiring or the value of possessing knowledge of other languages is changing, maybe this
perception will change as well. However now, one may pose the question what are the true
factors which have resulted in this opinion? Several examples expose the fact there is an
obvious variance between those who learn a language in a class setting and those who learn a
second language as a result of a changed environment because of living in a country where
the medium of instruction and communication is a different language. Several factors can
lead to students becoming bilingual at an early age. Bilingualism is usually prevalent with
immigrant children (Newman & Newman, 2006). Literacy plays a vital role in the
development of this skill especially among immigrants. In such circumstances, when a child

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is at the stage of acquisition of the first language, and as schooling and daycare services start
at a very early age so the first language is usually interrupted and insufficient or unstructured

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language follows from the second language (Hamers & Blanc, 2000). The end result is
children end up with two mastered languages. Research shows the learning capability of
children is much faster compared to adults. They have the skill for new words and sounds as

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a result of the broad spectra of lingual input they are exposed to in their daily lives. Children
have several advantages as compared to adults when learning a second language such as they
have the capability to easily divide words into its constituent sounds, they have talent for
classifying words, their responses are relatively fast while learning language, and detecting
rhyming words becomes much easier for children. Lastly, at an early age, bilingual children
demonstrate greater understanding of shapes and patterns (Adler, 2003). Based upon what is
known, children obviously have the ability to become bilingual.
Opportunities for becoming Bilingual
Opportunities of becoming bilingual have increased in recent years. Schools,
professional contacts, the Internet, music, and other forms of entertainment and routine social
interaction are some of the important means of learning more than one language. Interaction

with people speaking different languages is increasing especially in urban populations.

Bilingualism is a source of new opportunities for individuals and society. It makes the
communication world much broader. When people speak more than one language in
accordance with their environment, the economic strength of the country improves, it gives
distinctive national identity to geographically small countries, it encourages society to rethink
about unity and diversity and tolerance and cooperation often improves (Wei, Dewaele, &
Housen , 2002)
Language Spoken in the Home
Language spoken in the home plays an important role in the development of language

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skills of children. Some research indicate that children with a solid foundation of their home
language have the ability to acquire second language more quickly as their literacy and

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language abilities are enhanced. When a school values and utilizes the home language for
communication, some research has indicated that skills learned in school in the second
language can transfer to the home language. Research also shows that bilingual children

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perform better if their school promotes education in the home language. If the mother tongue
is not preserved at schools, research has shown that children tend to lose their mother tongue
over a passage of time in their early childhood (Cummins, 2001). Conversely, studies have
shown that if the home language is only used with children in the home and another language
is the major mode of communication in school then home language could lack proper support
which may result in the deterioration in the home language may (Hammer, Lawrence, &
Miccio, 2007). Clearly home language has a role in second language acquisition, as does the
second language on the home language.
Bilingualism in United Arab Emirates
English is a global language. In order for students to succeed in the 21 st century, it is
extremely important for them to be able to communicate effectively in English. The same is

true in the United Arab Emirates (UAE), as most of its young population is comfortable using
English as their primary language for communication. In fact, most of the population in
United Arab Emirates speaks English as well as Arabic, the mother tongue. English has
become so desirable and used that some parents are concerned about their children not being
able to understand or speak Arabic in the future. In 2011, questionnaires were sent to parents
by the Abu Dhabi Education Council in which 82% parents said that they want their children
to learn math and science in Arabic language (National Editorial, 2013). However, this does
not mean that they do not value English which is why so many Emirati students are enrolled
in private international schools where English is the primary language for instruction instead

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of the public schools where Arabic is the language of instruction. English remains very
desirable.

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Recently discussion has taken place in the print media about the implementation of
bilingualism in the public education system of the UAE. The logic behind this movement is
when children are taught the entire curriculum in Arabic then when they go out to get jobs,

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they will lack the skills of basic communication to be competitive in the global market due to
their lack of English knowledge. On the other hand, paying less attention to Arabic the home
language may result in the extinction of the language itself. So it is essential to try to achieve
a balance in the education system (Hamidaddin, 2008). It is anticipated that bilingual
education is likely to become beneficial for the future generations of Emirates school
graduates.
The successful implementation of bilingual education in UAE could be achieved by
making educational policies that value both the languages and ensure that students develop
basic language skills in both languages. Home language should be the focus initially because
it is important that the difficult content is maintained in home language - Arabic (L1) and the
second language- English (L2) will become strong as well. L2 must not exceed L1 at the start

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