Promoting Bilingualism at the Primary and Secondary Level: The Role of Intelligence, Motivation and Anxiety

Autor/in	Möller, Verena
Titel	Promoting Bilingualism at the Primary and Secondary Level: The Role of Intelligence, Motivation and Anxiety
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 9, S.1306-1323 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Möller, Verena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1559795
Schlagwörter	Bilingualism; Grade 11; Content and Language Integrated Learning; Psychometrics; Test Anxiety; Language Proficiency; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Immersion Programs; Learning Motivation; Secondary School Students; Student Attitudes; Age Differences; Verbal Ability; Fear; Success; Outcomes of Education; Elementary Secondary Education; Germany + Suchen Sie Ihr Suchwort? Bilingualismus; School year 11; 11. Schuljahr; Schuljahr 11; CLIL; Lernkonzept; Psychometry; Psychometrie; Examination phobia; Testangst; Prüfungsangst; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Immersionsprogramm; Motivation for studies; Lernmotivation; Sekundarschüler; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Mündliche Leistung; Furcht; Erfolg; Lernleistung; Schulerfolg; Deutschland
Abstract	Following recommendations by the European Commission, bilingualism has been promoted in various ways in the German federal state of Baden-Württemberg. Language classes and the concept of immersion were gradually introduced in primary schools, while, at the secondary level, Content and Language Integrated Learning (CLIL) programmes were established. The present study analyses how these programmes interact with intelligence, motivation and anxiety. Data were collected from 419 learners in Grade 11 by means of two psychometric tests. Interaction between primary-level language lessons and intelligence proved to be minor, while motivation was found to be higher and inhibiting exam anxiety lower the earlier pupils had started learning English. Regarding programmes at the secondary level, highly significant differences were observed with respect to, in particular, verbal aspects of intelligence, with CLIL participants outperforming their non-CLIL peers. Likewise, motivation proved to be greater among CLIL learners, who were also found to suffer from a higher level of fear of success. Our results show that programmes promoting bilingualism not only influence L2 proficiency, but are related to cognitive and affective variables in ways that should be made explicit by curricula and taken into account by research on the linguistic outcomes of selective programmes such as CLIL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01