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

Autor/inn/en	Jaekel, 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.631-664 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12242
Schlagwörter	Second Language Instruction; Grade 5; Grade 7; Foreign Countries; Program Effectiveness; Experience; Language Proficiency; Student Characteristics; Longitudinal Studies; Structural Equation Models; Age Differences; Elementary Secondary Education; Statistical Analysis; Language Skills; Listening Comprehension; Reading Comprehension; Tests; Cognitive Ability; Individual Differences; Germany + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Erfahrung; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age; Difference; Age difference; Altersunterschied; Statistische Analyse; Hörverständnis; Leseverstehen; Examination; Prüfung; Examen; Denkfähigkeit; Individueller Unterschied; 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01