Bilingual Profiles and Third Language Learning: The Effects of the Manner of Learning, Sequence of Bilingual Acquisition, and Language Use Practices

Autor/inn/en	Maluch, Jessica Tsimprea; Kempert, Sebastian
Titel	Bilingual Profiles and Third Language Learning: The Effects of the Manner of Learning, Sequence of Bilingual Acquisition, and Language Use Practices
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 7, S.870-882 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1322036
Schlagwörter	Bilingualism; Multilingualism; Language Minorities; English (Second Language); Second Language Instruction; Second Language Learning; Immigrants; Language Proficiency; Grade 8; Grade 9; Language Usage; Foreign Countries; Listening Comprehension; Reading Comprehension; Socioeconomic Status; Cultural Capital; Gender Differences; Profiles; Native Language Instruction; Code Switching (Language); Metalinguistics; Language Tests; Germany + Suchen Sie Ihr Suchwort? Bilingualismus; Mehrsprachigkeit; Multilingualismus; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Language skill; Language skills; Sprachkompetenz; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Sprachgebrauch; Ausland; Hörverständnis; Leseverstehen; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Charakterisierung; Profilanalyse; Native language education; Muttersprachlicher Unterricht; Metalanguage; Metasprache; Language test; Sprachtest; Deutschland
Abstract	This study investigates the effect of bilingualism on learning English as a foreign language (L3), examining the impact of manner and sequence of bilingual acquisition and learning as well as language use practices in language minority children. With a sample of 1295 German eighth and ninth graders (bilingual: n = 456, monolingual: n = 839), we examined if certain aspects of bilingualism present an advantageous condition for learning English as a foreign language in bilingual language minority students. Controlling for socio-economic status, indicators of cultural capital, and gender, the regression analyses revealed higher L3 listening and reading outcomes for bilinguals who received formal instruction in their minority language, had acquired both languages in their first three years, and switched more often between their two languages, when compared to their other bilingual and monolingual peers. The discussion focuses on the importance for bilingual children in immigrant communities to have high proficiencies in both majority and minority languages in order to develop advantages in foreign language learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01