Development of academic language comprehension of German monolinguals and dual language learners.

Autor/inn/en	Heppt, Birgit; Stanat, Petra
Titel	Development of academic language comprehension of German monolinguals and dual language learners.
Quelle	In: Contemporary educational psychology, 62 (2020) Art. 101868, S. 1-15Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente (1) Forschungsdaten, Studiendetails und Erhebungsinstrumente (2)
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2020.101868
Schlagwörter	Bildungssprache; Sozioökonomischer Status; Bildungsbiografie; Familiensituation; Grundschule; Sprachkompetenz; Familienbildung; Sprachentwicklung; Schuljahr 02; Schuljahr 03; Schuljahr 04; Grundschule; Monolingualismus; Sprachentwicklung; Sprachkompetenz; Sprachbildung; Bilingualismus; Sozioökonomischer Faktor; Familienbildung; Grundschulalter
Abstract	Acquiring academic language proficiency is considered especially challenging for dual language learners (DLLs), yet research on potential differences in the development of academic language skills of DLLs and their monolingual peers is scarce. Based on a repeated-measures design with two starting cohorts, the present study examines the development of academic language comprehension of German monolinguals and DLLs from Grade 2 to 3 and from Grade 3 to 4 (initial N=560; Mage=8.87 years, SDage=0.73). When controlling for students' gender, socioeconomic and educational family background as well as general language skills, German monolinguals showed larger learning gains in academic language comprehension than DLLs from Grade 2 to 3, but not from Grade 3 to 4. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3