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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.
De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
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