The effect of speaking a minority language at home on foreign language learning.

Autor/inn/en	Maluch, Jessica Tsimprea; Kempert, Sebastian; Neumann, Marko; Stanat, Petra
Titel	The effect of speaking a minority language at home on foreign language learning.
Quelle	In: Learning and instruction, (2015) 36, S. 76-85Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen; Abbildungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.12.001
Schlagwörter	Sozioökonomischer Status; Schuljahr 06; Multikulturelle Erziehung; Geschlecht; Minderheitensprache; Mehrsprachigkeit; Englischunterricht; Elternbildung; Alter
Abstract	The study investigates the effect of immigrant bilingualism on learning English as a foreign language, controlling for confounding background variables and examining the effect of proficiency in the instructional language at school. Using a sample of 2835 German 6th-graders (Arabic-German: n = 105, Chinese-German: n = 110, Polish-German: n = 57, Turkish-German: n = 383, heterogeneous bilingual: n = 284, and monolingual German group: n = 1896), we examined if speaking another language at home in addition to the instructional language at school presents an advantageous condition for learning English as a foreign language. Controlling for cognitive abilities, age, gender, socio-economic status, parental education, and indicators of cultural capital, the analysis revealed a general positive trend between bilingualism and English foreign language achievement. This positive trend differs significantly between bilingual groups with different home languages. The strongest predictor for foreign language learning revealed to be proficiency in the instructional language. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3