The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school

Abstract

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a minority language background. This longitudinal study, therefore, examined minority and majority language children’s English grammar and reading comprehension skills. The children attended a German-English partial immersion primary school and were tested at the end of Grades 3 and 4. As expected, we found grammar to affect reading comprehension but also reverse effects. Most importantly, the results did not reveal any differences between the two language groups, irrespective of the test. Therefore, immersion primary school programs seem to be suitable for minority language children, and these children do not automatically represent an at-risk group for foreign language learning.

English in Primary Education: Concepts, Research, Practice

“…Yet, at this point in time, there is no empirical evidence to prove this assumption right. Instead, studies in immersive English classrooms have shown that simultaneous literacy development in English and German is possible without (long-term) drawbacks in L1 literacy and L1 development (Steinlen, 2021;Wirbatz & Reckermann, 2020;Zaunbauer, 2007).…”

“…The general aim of such bilingual programmes is to foster both FL learning and content learning (including a high level of intercultural competence), without negatively affecting pupils' first language (L1) skills or their subject knowledge (e.g. Coyle et al, 2010;Frisch, 2021;Steinlen, 2021).…”

“…This means that in primary schools in Germany a maximum of 70-80% of the teaching time can be conducted in the target language, which corresponds to the amount of time the FL is used in partial IM programmes (e.g. Steinlen, 2021).…”

“…In bilingual primary schools, four conditions are met that have been found to be crucial for greater success in FL learning, namely 1) an early start, 2) continuous and intensive exposure to the FL, 3) frequent use of the FL in diverse and motivating contexts, and 4) authentic and enriched FL input provided by teachers with at least almost native-like skills in the FL (e.g. Piske, 2013;Steinlen, 2021).…”

Course Review Horay, Explanation, and Critical Thinking Skills: Their Interaction Effect on EFL Learners’ Grammar Competence

“…When reading English texts, the readers with enough grammar knowledge will be easy to understand the meanings of the sentences in their texts. Steinlen (2017) argues that the success of the readers to comprehend the texts depends on their grammar knowledge. They will be able to guess the meaning of the words that they do not know in their texts when they have sufficient knowledge of grammar.…”