From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School.

Autor/inn/en	Jaeckel, Nils; Schurig, Michael; Florian, Merle; Ritter, Markus
Titel	From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School.
Quelle	In: Language learning, 67 (2017) 3, S. 631-664Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 2; Anmerkungen 2; Literaturangaben; Tabellen 2
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0023-8333; 1467-9922
DOI	10.1111/lang.12242
Schlagwörter	Empirische Forschung; Langzeituntersuchung; Deutschland; Englischunterricht; Fremdsprachenunterricht; Grundschule; Frühbeginn; Empirische Forschung; Frühbeginn; Grundschule; Vergleichende Analyse; Fremdsprachenunterricht; Englischunterricht; Deutschland
Abstract	Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long-term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early receptive skills of two cohorts of English language learners in Year 5 (beginning of secondary education in Germany) and two years later in Year 7. The factors distinguishing between these two cohorts were onset of foreign language education and the amount of language exposure. The effects of the earlier start were found in the results for Year 5, when the early cohort outperformed peers with less and later exposure to English. However, in Year 7, the late starters surpassed their early starting peers. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2