Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/298390 
Year of Publication: 
2021
Citation: 
[Journal:] IZA Journal of Labor Economics [ISSN:] 2193-8997 [Volume:] 10 [Issue:] 1 [Article No.:] 1 [Year:] 2021 [Pages:] 1-41
Publisher: 
Sciendo, Warsaw
Abstract: 
In this paper we examine whether - conditional on other child endowments and family inputs - bilingual children achieve different language, emotional, and pro-social developmental outcomes. Our data, which allow us to analyze children's development in a dynamic framework, are extracted from the UK Millennium Cohort Study (MCS). We model the development production functions for bilingual children using cumulative value-added specifications, which account for parental investments and children's own ability. Analysis based on child age confirms that bilingual children initially have worse language skills than their monolingual peers. The commencement of schooling appears to attenuate these differences, and by age seven, bilingual children have a developmental advantage. We find evidence of a positive relationship between bilingualism and some aspects of emotional development, and it is mainly boys who appear to benefit from their bilingual background.
Subjects: 
cognitive and non-cognitive skills
production function
value-added model
cohort studies
JEL: 
I20
J24
D10
Persistent Identifier of the first edition: 
Creative Commons License: 
cc-by Logo
Document Type: 
Article

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