Language and reading development in multilingual contexts: Home language and targeted instruction

Purpose:Many children in Majority World contexts are not meeting reading milestones, partly because many learn to read in a new language of instruction (LoI). Targeted instruction may improve reading outcomes, yet impacts may be limited for children who do not speak the LoI. This study examined how home language experience related to children’s language and reading skills after two years of reading instruction, and within a targeted instruction program delivered in French (PEC), in multilingual communities.Method:Children (N = 1050, girls = 506; Age M = 10.77, SD = 2.08) in this study were monolingual or bilingual/multilingual (with/without French [the LoI]) at home. We examined their language and reading skills and how home language experience moderated outcomes within PEC.Results:Bilinguals/multilinguals had overall better French language and reading skills compared to monolinguals especially when they spoke the LoI at home, but even when they did not. Bilingual/multilingual experience may therefore benefit language and reading development even when it does not include the LoI. Importantly, home language experience did not moderate the impact of PEC on language and reading. Conclusion:Targeted instruction programs demonstrate potential to provide equitable education in multilingual Majority World contexts, but a bilingual/multilingual component may be needed to improve reading outcomes further.