Is English the Culprit? Longitudinal Associations between Students' Value Beliefs in English, German, and French in Multilingual Switzerland

Autor/inn/en	Costache, Oana; Becker, Eva S.; Goetz, Thomas
Titel	Is English the Culprit? Longitudinal Associations between Students' Value Beliefs in English, German, and French in Multilingual Switzerland
Quelle	In: Modern Language Journal, 106 (2022) 2, S.313-327 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costache, Oana) ORCID (Becker, Eva S.) ORCID (Goetz, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12774
Schlagwörter	Longitudinal Studies; Language Attitudes; English (Second Language); Second Language Learning; French; German; Multilingualism; Student Attitudes; Foreign Countries; Teaching Methods; Secondary School Students; Learning Motivation; Correlation; Native Language; Monolingualism; Comparative Analysis; Switzerland + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Französisch; Deutscher; Mehrsprachigkeit; Multilingualismus; Schülerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Motivation for studies; Lernmotivation; Korrelation; Schweiz
Abstract	Motivational interactions during multiple language learning have been largely neglected in language motivation research. To fill this gap, we investigate longitudinal relations between Swiss German students' value beliefs in English, French, and German in upper secondary schools and whether there are differences in motivational development between multilingual and monolingual students. Multivariate latent growth modeling was used to analyze data from 850 students (M[subscript age] = 15.61 years, SD = 0.62; 54% female) gathered yearly from Grades 9 to 11. Results suggest an interference between students' value beliefs in English and the other 2 languages. Students who reported higher value beliefs in English in Grade 9 showed steeper decreases in their value beliefs for French and German from Grades 9 to 11. However, stronger increases in English value beliefs over time were associated with stronger increases in French and German value beliefs. Moreover, while multilingual students reported higher initial value beliefs in French and English, they also showed steeper decreases in French and English value beliefs over time compared to their monolingual peers. Findings are discussed in relation to their implications for teaching practice and future research directions. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01