Bilingualism as a resource for foreign language learning of language minority students? Empirical evidence from a longitudinal study during primary and secondary school in Germany.

Autor/inn/en	Maluch, Jessica Tsimprea; Neumann, Marko; Kempert, Sebastian
Titel	Bilingualism as a resource for foreign language learning of language minority students? Empirical evidence from a longitudinal study during primary and secondary school in Germany.
Quelle	In: Learning and individual differences, (2016) 51, S. 111-118Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2016.09.001
Schlagwörter	Schuljahr 06; Schuljahr 07; Schuljahr 08; Sekundarstufe I; Sekundarstufe II; Grundschule; Minderheitensprache; Mehrsprachigkeit; Englischunterricht; Regressionsanalyse
Abstract	This study investigates the effect of bilingualism on the achievement in English as a foreign language from elementary to secondary school. Using longitudinal data of 1032 German students from sixth to eighth grade, we examined if speaking both a minority language at home and the instruction language presents an advantageous condition for English foreign language development. Controlling for confounded background characteristics, the regression analyses revealed that, although a significant advantage of bilingualism is found in elementary school, it disappears as students proceed into secondary school, yielding differential gains for the language minority and monolingual groups. Moreover, the level of exposure to the minority language plays an important role for the English achievement development for bilingual students as they proceed into secondary school. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3