Evidence for the Interdependence Hypothesis: A Longitudinal Study of Biliteracy Development in a CLIL/Bilingual Setting

Autor/inn/en	Granados, Adrián; Lorenzo-Espejo, Antonio; Lorenzo, Francisco
Titel	Evidence for the Interdependence Hypothesis: A Longitudinal Study of Biliteracy Development in a CLIL/Bilingual Setting
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.3005-3021 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Granados, Adrián)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.2001428
Schlagwörter	Bilingualism; Literacy; Second Language Learning; Second Language Instruction; Native Language; Spanish; English (Second Language); Longitudinal Studies; Grade 9; Grade 10; Computational Linguistics; History Instruction; Immersion Programs; Content and Language Integrated Learning; Correlation; Computer Software; Language Proficiency; Linguistic Theory; Essay Tests; Foreign Countries; Readability; Readability Formulas; Syntax; Semantics; Connected Discourse; Writing Evaluation; Word Frequency; Spain; Flesch Kincaid Grade Level Formula + Suchen Sie Ihr Suchwort? Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 09; 9. Schuljahr; Schuljahr 09; Linguistics; Computerlinguistik; History lessons; Geschichtsunterricht; Immersionsprogramm; CLIL; Lernkonzept; Korrelation; Language skill; Language skills; Sprachkompetenz; Linguistische Theorie; Schriftlicher Sprachgebrauch; Ausland; Lesbarkeit; Semantik; Word analysis; Frequency; Wortanalyse; Häufigkeit; Spanien
Abstract	However influential the interdependence hypothesis has become in bilingual research, it still lacks full empirical support. This longitudinal study explores the parallels in the biliteracy development (L1 Spanish and L2 English) of 20 students in a European immersion programme (i.e. CLIL) over a two-year period. A bilingual learner corpus of history narratives, based on history curriculum content, was collected during ninth and tenth grade. These essays were processed with MultiAzterTest, a state-of-the-art language analysis tool, and a Pearson correlation analysis was conducted to determine if any dimensions evolved in unison in both languages. The results show that some dimensions -- length measures, nominalisation, subordination and lexical development -- evolve in a similar fashion, thus supporting the interdependence and the common underlying proficiency hypotheses. Additionally, the results of a mixed-model analysis confirm that the fixed effect of time and language on such progress is significant, unlike the random effects introduced by the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01