ERIC Number: EJ1315960
Record Type: Journal
Publication Date: 2021-Nov
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0167-8507
EISSN: N/A
Do Minority-Language and Majority-Language Students Benefit from Pedagogical Translanguaging in Early Foreign Language Development?
Hopp, Holger; Kieseier, Teresa; Jakisch, Jenny; Sturm, Sarah; Thoma, Dieter
Multilingua: Journal of Cross-Cultural and Interlanguage Communication, v40 n6 p815-837 Nov 2021
This paper reports findings of a project on pedagogical translanguaging (PTL) among 128 fourth-grade students learning English as a foreign language (EFL) in German primary schools. Over a period of six months, 20% of lesson time in EFL classes was devoted to multilingualism involving students' minority languages. In a control group pre-post-test design, we evaluated the effects of PTL on English vocabulary, grammar, and metalinguistic awareness. The longitudinal results show significant gains for both majority-language and minority-language students across all competences. Yet, the PTL group did not outperform a comparison group that received regular, i.e. target-language-only EFL teaching. We critically discuss the scope and potentials of PTL in early FL teaching.
Descriptors: Code Switching (Language), Language Minorities, Second Language Learning, Second Language Instruction, English (Second Language), Teaching Methods, Grade 4, Elementary School Students, German, Native Language, Foreign Countries, Language Proficiency, Pretests Posttests, Longitudinal Studies, Grammar, Vocabulary Development, Multilingualism, Vocabulary Skills, Classroom Communication, Metalinguistics, Comparative Analysis, Educational Benefits
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A