Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)

Brandt, Hanne; Lagemann, Marina; Rahbari, Sharareh

doi:10.1515/eujal-2017-0024

Cited by 13 publications

(4 citation statements)

References 9 publications

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“…We selected 195 monolingual German, bilingual Russian-German and Turkish-German heritage speakers living in Germany from school year 7 (age 12 and 13) and year 9 (age 14 and 15) (Table 1). The number of participants in this study is not balanced; there is a bias towards monolingual German students, which is owed to the overall imbalanced number of participants of the main study (Brandt, Lagemann, & Rahbari, 2017: 352).…”

Section: Participantsmentioning

confidence: 97%

Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: Evidence from pronominal object placement in ditransitive clauses

Lorenz

Bonnie

Feindt

et al. 2018

International Journal of Bilingualism

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Aims and objectives: The main objective of this study is to find evidence for the Linguistic Proximity Model, which allows for facilitative and non-facilitative cross-linguistic influence (CLI) from all previously known languages in third language (L3) acquisition. We target CLI in L3 English based on bilingual heritage speakers (Russian-German and Turkish-German) in comparison with second language acquisition of monolingual German speakers. Methodology: We examine the outcome of an English word order test. The participants produced sentences based on randomly ordered words. The focus of this study is the placement of direct and indirect pronominal objects with varying ditransitive verbs. Data analysis: 195 students in school years 7 and 9, separated into three language groups, participated in the study: German monolinguals ( nG7 = 47; nG9 = 64), Russian-German bilinguals ( nR7 = 19; nR9 = 30) and Turkish-German bilinguals ( nT7 = 19; nT9 = 16). The placement of pronominal objects in the sentence task is compared to results from equivalent word order tests in English, German, Russian and Turkish that were repeated with native speakers. Findings: We find some support for the Linguistic Proximity Model because the outcome shows that facilitative and non-facilitative CLI is possible from both the heritage language and the majority language. Determining factors are the background languages, the age of the participants and frequency. However, the majority language, German, displays the strongest influence of both background languages due to its dominant status. Originality: This study provides further support for the Linguistic Proximity Model, by using a sentence completion task with unbalanced bilingual heritage speakers. Significance/implications: We provide evidence for showing that both facilitative and non-facilitative influence from all previously known languages of bilingual heritage speakers is possible and verifiable. We therefore add to the field of L3 acquisition and the discussion about current models of CLI.

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Section: Participantsmentioning

confidence: 97%

Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: Evidence from pronominal object placement in ditransitive clauses

Lorenz

Bonnie

Feindt

et al. 2018

International Journal of Bilingualism

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“…The MEZ study aims to shed light on processes and effects of multilingual development by examining the following research questions (see for the following (Brandt et al, 2017):…”

Section: Objectivesmentioning

confidence: 99%

“…This article is based on joint work and publications from our research group; see for exampleGogolin, Klinger, Lagemann, and Schnoor (2017);Brandt, Lagemann, and Rahbari (2017);Klinger, Schnoor, and Usanova (2021). The project as a whole is a cooperative endeavour, carried out by a multidisciplinary team of researchers from Education Science, Linguistics and Educational Psychology, most of them based at Universität Hamburg (www.mez.uni-hamburg.de).…”

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confidence: 99%

Multilingual Development - a Longitudinal Study

Gogolin¹,

Klinger

Schnoor

et al. 2021

Rev. invest. educ.

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El desarrollo multilingüe, ¿refuerza u obstruye el éxito educativo? Esta fue la pregunta inicial del proyecto de investigación “Desarrollo multilingüe - una perspectiva longitudinal” que se presenta en este artículo. Si bien el multilingüismo se ha citado a menudo como una desventaja, también hay indicios de que favorece el éxito del aprendizaje (de idiomas). Por consiguiente, uno de los objetivos del proyecto fue obtener información primaria sobre el desarrollo lingüístico de los alumnos de escuelas secundarias multilingües en Alemania, a fin de contribuir a aclarar más esta cuestión. El proyecto se basa en datos de competencias lingüísticas receptivas (lectura) y productivas (escritura) en alemán (el idioma de escolarización), ruso y turco como idiomas de herencia de los inmigrantes, inglés (el primer idioma extranjero que se enseña desde la escuela primaria) y, para una parte de la muestra, francés o ruso (como segundos idiomas extranjeros que se enseñan en las escuelas secundarias de carácter académico). Con esta variedad, fue posible examinar los perfiles lingüísticos de los participantes, así como las influencias recíprocas entre los idiomas. La muestra incluyó alrededor de 2.000 estudiantes, a los que se pasó una prueba en cuatro momentos a lo largo del curso escolar. Esta investigación constituye el primer estudio interdisciplinario en todo el mundo que incluye la complejidad del desarrollo multilingüe con una muestra sustancial de encuestados, que midió los datos lingüísticos una amplia gama de datos de contexto para el control estadístico de los factores contextuales que pudieran influir. De ese modo, el proyecto crea nuevos conocimientos sobre la complejidad del desarrollo lingüístico en el contexto de la migración, así como una nueva base para la concepción de la enseñanza de idiomas en escuelas lingüísticamente heterogéneas. En esta contribución nos centramos en uno de los principales resultados de nuestro proyecto: la elaboración de una prueba innovadora para la medición de las aptitudes de escritura multilingüe Does multilingual development bolster or obstruct educational success? This was the starting question for the research project “Multilingual Development - a Longitudinal Perspective” that will be presented here. While multilingualism has often been cited as a disadvantage, there are also indications that it supports successful (language) learning. It was therefore a goal of the project to obtain primary information on the language development of multilingual secondary school pupils in Germany in order to contribute to the further clarification of this question. The project is based on data of receptive (reading) and productive (writing) language skills in German (the language of schooling), Russian and Turkish as immigrants’ heritage languages, English (the first foreign language taught in primary school already) and for a part of the sample French or Russian (as second foreign languages taught in academic track schools). With this range, it was possible to examine the linguistic profiles of the participants as well as reciprocal influences between languages. The sample included roughly 2000 students, tested at four measurement points in the course of secondary schooling. This is the first interdisciplinary study worldwide which includes the complexity of multilingual development on the basis of a substantial sample of respondents, measured language data a wide range of background data for statistical control of influencing background factors. The project thereby creates new knowledge about the complexity of language development in the context of migration, as well as a new basis for the design of language education in linguistically heterogeneous schools. In this contribution, we focus on one of the premier outcomes of our project: the development of an innovative test for the measurement of multilingual writing skills.

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“…Against this backdrop, I give insight in an exemplar empirical study which is still ongoing. The research project ‘Multilingual language development in a longitudinal perspective’ (MEZ) illustrates the individual language abilities of multilingual children which could serve as a resource for the development of multiple language competences – if the monolingual traditions of education systems were replaced by openness for the multilingual reality in societies (Brandt et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Multilingualism: A threat to public education or a resource in public education? – European histories and realities

Gogolin

2021

European Educational Research Journal

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Public education systems in Europe were created in the course of the foundation of the ‘classical’ nation state in the 18th and 19th centuries. Historical analyses show that it was part of their destiny to contribute to the consolidation of the respective states’ national self-design. In the 19th century, the myth developed that a nation state is monolingual not by its creation but ‘by mere nature’, and that monolingualism in the national language is the ‘natural’ result of being born and growing up in a nation state. Many of today’s public education systems are still based on this notion of linguistic ‘normality’ with respect to the composition of their clientele as well as their image of an individual ‘normal’ child(hood). However, the populations of nation states are in fact multilingual. Linguistic diversity increased as a result of migration and factors such as technical means for virtually ‘borderless’ communication. My contribution presents the European traditions of nation building since the late 1700s and asks for the functionality of monolingual habitual practice in education systems today. First results from an empirical study are presented which illustrate individual language abilities of multilingual children and the potential of linguistic diversity as a resource.

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Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)

Cited by 13 publications

References 9 publications

Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: Evidence from pronominal object placement in ditransitive clauses

Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: Evidence from pronominal object placement in ditransitive clauses

Multilingual Development - a Longitudinal Study

Multilingualism: A threat to public education or a resource in public education? – European histories and realities

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