Foreign Language Learning and Its Impact on Wider Academic Outcomes: A Rapid Evidence Assessment

Autor/inn/en	Murphy, Victoria A.; Arndt, Henriette; Baffoe-Djan, Jessica Briggs; Chalmers, Hamish; Macaro, Ernesto; Rose, Heath; Vanderplank, Robert; Woore, Robert
Institution	Education Endowment Foundation (EEF) (United Kingdom)
Titel	Foreign Language Learning and Its Impact on Wider Academic Outcomes: A Rapid Evidence Assessment
Quelle	(2020), (239 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Second Language Instruction; Comparative Analysis; Attribution Theory; Outcomes of Education; Evidence; Teaching Methods; Instructional Effectiveness; Language of Instruction; Meta Analysis; Decision Making; Second Language Programs; Educational Attainment; Educational Policy; Correlation; Research Reports; Educational Benefits; Cognitive Development; Transfer of Training; Metalinguistics; Cultural Awareness + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Lernleistung; Schulerfolg; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Teaching language; Unterrichtssprache; Meta-analysis; Metaanalyse; Decision-making; Entscheidungsfindung; Bildungsabschluss; Bildungsgut; Politics of education; Bildungspolitik; Korrelation; Research report; Forschungsbericht; Bildungsertrag; Kognitive Entwicklung; Training; Transfer; Ausbildung; Metalanguage; Metasprache; Cultural identity; Kulturelle Identität
Abstract	The Education Endowment Foundation (EEF) commissioned this Rapid Evidence Assessment (REA) with a view to understanding what is known from the research literature concerning learning a foreign language (FL) and its impact on students' wider academic outcomes. The key questions addressed examine: (1) the research identifying what approaches to teaching FLs are being used and what variables impact on the effectiveness of these approaches; (2) the research which has examined the influence of learning a FL (or knowing another language) on other aspects of attainment; and (3) the impact of using a non-native language as the Medium of Instruction (MoI) on language learning and academic attainment. To address these questions, this REA first identified relevant extant synthesis literature (systematic reviews and/or meta-analyses) which we then updated by locating and reviewing more recent research that adopted either a Randomised Controlled Design (RCT) or a Quasi-Experimental Design (QED) as these research designs enable the determination of underlying causal relationships between variables. The research discussed in this report will lead to a greater understanding of the key findings in the literature, together with the trustworthiness of these findings, and will in turn enable strategic decision making regarding future research programmes, funding for research, and policy making. (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01