Short and mid-term effects of an earlier start

Celaya, M. Luz; Torras, Maria Rosa; Vidal, Carmen Pérez

doi:10.1075/eurosla.1.15cel

Cited by 16 publications

(9 citation statements)

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“…These findings confirm the poor results obtained by young students in educational settings in studies conducted in other contexts (Burstall 1975;Cenoz 2002a;Ekstrand 1976;Muñ oz 2000Muñ oz , 2003Celaya et al 2001). Cenoz (2003b) also found that when the levels of proficiency of learners who were in the same course but started learning English at di¤erent ages are compared, the number of hours of instruction does not necessarily imply a higher level of proficiency in English.…”

Section: The E¤ect Of Early Instruction In English On the Developmentsupporting

confidence: 71%

English in Bilingual Programs in the Basque Country

Cenoz

2005

International Journal of the Sociology of Language

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This paper focuses on bilingual and trilingual education in the Basque Autonomous Community in Spain, where Basque and Spanish are o‰cial languages. The use of Basque as the language of instruction is widespread and there is a trend to introduce English as a third language from a very early age. The paper also discusses the use of English as an additional language of instruction within the bilingual system and the teaching conditions. It also summarizes the results of research on multilingual schooling in the Basque Country, which has focused on di¤erent areas such as the development of proficiency in Basque and Spanish, the e¤ect of bilingualism on third-language acquisition, the e¤ect of early instruction on the development of proficiency in English or other languages and on the cognitive development. Finally, some of the challenges that the Basque educational multilingual system will have to face in the course of the next years are considered.

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Section: The E¤ect Of Early Instruction In English On the Developmentsupporting

confidence: 71%

English in Bilingual Programs in the Basque Country

Cenoz

2005

International Journal of the Sociology of Language

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“…An exception to this trend is Torras et al (2006) large-scale study of a group of 495 EFL learners in Barcelona (Spain) at the primary and secondary school level. On the basis of Wolfe-Quintero, Inagaki and Kim's (1998) discussion of writing measurements and of Celaya, Torras and Pérez-Vidal's (2001) previous work, they measure written development, with a product-oriented perspective. They purport to take a fresh "wider perspective" in the analysis of written competence by focusing on "interlanguage development" (Torras et al 2006: 156).…”

Section: Discussionmentioning

confidence: 99%

The effect of Study Abroad (SA) on written performance

Vidal¹,

Juan-Garau²

2009

EUROSLA

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Research on the effects of Study Abroad (SA) periods on learners' linguistic progress has tended to focus on oral skills, and few SA studies have focused on learners' development in writing while abroad. The subjects in the present study were 37 advanced level non-native (NNSs) university students of English on a SA programme. Written compositions were analysed for fluency accuracy and complexity gains after the SA. They were contrasted with progress after formal instruction and with native speakers (NSs) baseline written performance. Language background data, attitudes, and stay abroad conditions were elicited with questionnaires. The SA period resulted in significant progress, which receded in the mid-term. Formal instruction only showed some improvement in accuracy. Significant differences were found between NSs and NNSs, although not in all domains. The results allow us to identify the students who benefit most from the SA and to examine the factors which seem to characterize them. The theoretical interest of Study AbroadThe interest of investigating the effects of SA periods on linguistic outcomes and processes seems undeniable and undiminishing. Fifteen years after the publication of Freed's (1995: 158) seminal book "with the first collection of studies that captured the current state of the art of research on SA", SA studies allow us to address some of the fundamental issues that concern SLA theory, namely learning context, differences in learner development, learning mechanisms, language proficiency, and stages of development. These are five of the eight issues identified by Hulstijn (2007: 194) when he refers to the relative weight played in language acquisition by, on the one hand, the biological factors, mainly age, and, on the other, by each of the "sociopsychological factors (e.g. learning context, quantity and quality of input, learner attributes, e.g. attitudes, motivation, aptitude)".

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“…Theoretical framing in research may position written proficiency as composed of a large number of specific subsystems that develop differently and independently, but we are not always sure of the implications for practice (e.g., Celaya, Torras, & Perez‐Vidal, ). Also, while there are many studies on error correction, it is still an open question whether and how teachers' responses can be linked to improvement in students' writing (Casanave, ).…”

Section: Resultsmentioning

confidence: 99%

Second Language Writing: Theorizing in Instructional Research P–12

et al. 2012

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& Second language (L2) writing research embraces a plurality of epistemological stances, theories, and occasionally, competing paradigms. Some researchers ask whether it is possible, or even desirable, to develop a comprehensive theory of second language writing (e.g., Matsuda, Silva, Hanson, & Mallett, 2006). This is an important question in view of the fact that students learn their L2 under different circumstances within any given country and across the world (e.g., mandated L2 learning, elective foreign language, L2 imposed as a result of migration, etc.). Theorizing in L2 writing has implications for

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Short and mid-term effects of an earlier start

Cited by 16 publications

References 0 publications

English in Bilingual Programs in the Basque Country

English in Bilingual Programs in the Basque Country

The effect of Study Abroad (SA) on written performance

Second Language Writing: Theorizing in Instructional Research P–12

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