Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals

Rauch, Dominique

doi:10.1075/hsld.3.14rau

Cited by 6 publications

(4 citation statements)

References 29 publications

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“…Actual empirical data from the DESI-study and from other large-scale studies confirm the relevance of this assumption (Edele & Stanat, 2015;Hesse, Göbel, & Hartig, 2008;Rauch, 2014) . The language systems within the individual seem to be in continuous interaction; changes in one linguistic system might have an effect on other linguistic systems (Hufeisen & Jessner, 2009) .…”

supporting

confidence: 50%

Specific Effects of Language Transfer Promoting Teaching and Insights Into the Implementation in EFL-Teaching

Göbel¹,

Vieluf²

2018

Orbis Scholae

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Abstract:The following contribution analyzes language transfer promoting instruction in the context of English as a foreign language (EFL) instruction in 9 th grade secondary classes in Germany . By combining data from questionnaires, tests, and video-data, the article sheds light on learning outcomes in the context of language transfer promoting instruction and presents teaching practice of interlanguage reflection in ESL-teaching. Results indicate a positive correlation of language transfer promoting teaching with EFL listening comprehension at the beginning of grade 9 . A correlation between language transfer promoting teaching did not show up with text reconstruction . The analysis of selected videos revealed sequences that hint at an attempt to promoting language transfer actually take place in classes of teachers reporting high importance for language transfer promoting teaching . However, these sequences do not display an elaborated language transfer promoting teaching . Language transfer promotion is implemented in a rather implicit way, while referring to German language only . Results indicate the need for elaborated strategies of implementation of language transfer promoting teaching .

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supporting

confidence: 50%

Specific Effects of Language Transfer Promoting Teaching and Insights Into the Implementation in EFL-Teaching

Göbel¹,

Vieluf²

2018

Orbis Scholae

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“…Research targeting the impact of nonmajority L1 (e.g., Turkish, Russian, or Slovak in the context of Germany) on the learning of a foreign language in school, which would be a third language (L3) for learners studying in L2‐medium contexts, is growing slowly. However, the ability to speak two or more languages alone does not seem to positively impact L3 acquisition, whereas biliteracy in L1 and L2 does (Rauch, ; Rauch, Naumann, & Jude, ). Following the threshold hypothesis (Cummins, ), the (very) early start of foreign language learning may be an obstacle in L2 development for learners with limited L1 proficiency.…”

Section: Learner Characteristics and Their Relationship To L2 Proficimentioning

confidence: 99%

From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School

et al. 2017

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Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long‐term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early receptive skills of two cohorts of English language learners in Year 5 (beginning of secondary education in Germany) and two years later in Year 7. The factors distinguishing between these two cohorts were onset of foreign language education and the amount of language exposure. The effects of the earlier start were found in the results for Year 5, when the early cohort outperformed peers with less and later exposure to English. However, in Year 7, the late starters surpassed their early starting peers.

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“…Identical tests were used for both cohorts. A simple one-dimensional logistic item response model (Rasch, 1980) was calculated using weighted likelihood estimators (Warm, 1989), to calculate English reading and listening scores. Items were checked for conformity by assessing item characteristic curves, discrimination parameters, mean squared errors, and their respective t values.…”

Section: English Proficiencymentioning

confidence: 99%

“…Our study focuses on EFL and English proficiency, and therefore it did not include assessments of students' German proficiency, nor did we assess productive English skills. Bilingualism alone does not facilitate L3 acquisition, but strong evidence points to biliteracy as a supportive factor (Cenoz, 2003;Rauch, 2014). Assessments of ML students' L1 literacy skills in L3 research focused on immigrants, particularly in larger samples, remain scarce.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills

Jaekel

Ritter

Jaekel

2023

Stud Second Lang Acquis

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Globally classrooms are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as binary variables: native versus non-native. Linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education. This study investigated associations of cognate LDs of students’ home languages and classroom heterogeneity with English as a Foreign Language skills. Data were collected from a diverse sample of 5,130 Year 5 students in Germany. Mixed-effects linear models confirmed our hypotheses that higher individual LDs and a higher proportion of multilingual learners per classroom were both independently associated with lower English proficiency. Multilingual learners with higher cognate LDs to English and students in more linguistically heterogeneous classrooms had lower English proficiency. The results emphasize the need to assess LD in research to better differentiate between students. Foreign language classrooms seem not to address linguistic diversity adequately and need to readjust their focus to better meet multilingual learners’ needs.

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Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals

Cited by 6 publications

References 29 publications

Specific Effects of Language Transfer Promoting Teaching and Insights Into the Implementation in EFL-Teaching

Specific Effects of Language Transfer Promoting Teaching and Insights Into the Implementation in EFL-Teaching

From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School

Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills

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