Integrating Multilingualism into the Early Foreign Language Classroom: Empirical and Teaching Perspectives

Autor/inn/en	Hopp, Holger; Jakisch, Jenny; Sturm, Sarah; Becker, Carmen; Thoma, Dieter
Titel	Integrating Multilingualism into the Early Foreign Language Classroom: Empirical and Teaching Perspectives
Quelle	In: International Multilingual Research Journal, 14 (2020) 2, S.146-162 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1669519
Schlagwörter	Multilingualism; English (Second Language); Second Language Instruction; Second Language Learning; Foreign Countries; Teaching Methods; Longitudinal Studies; Language Minorities; Program Descriptions; Academic Achievement; Elementary School Students; Student Diversity; Native Language; Language Proficiency; Bilingualism; Metalinguistics; Teacher Attitudes; Vocabulary Development; Pretests Posttests; Grade 4; Comparative Analysis; Language Attitudes; Monolingualism; Student Characteristics; Germany + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachminderheit; Schulleistung; Language skill; Language skills; Sprachkompetenz; Bilingualismus; Metalanguage; Metasprache; Lehrerverhalten; Wortschatzarbeit; School year 04; 4. Schuljahr; Schuljahr 04; Sprachverhalten; Deutschland
Abstract	We report on a research project that develops and measures the efficacy of multilingual teaching approaches in the early English foreign language (FL) classroom in Germany. Although there is an abundance of programmatic calls for integrating minority and other languages the students speak in FL teaching, there are few materials and methods for systematic classroom implementation, let alone evidence of their efficacy in promoting FL achievement or in raising appreciation of minority languages and linguistic diversity. We review the findings of a precursor study that systematically identified linguistic and cognitive factors contributing to early FL achievement in a longitudinal study with 200 9- to 10-year-old monolingual and multilingual students in German primary schools who have had 3-4 years of English instruction. The results show that L1/minority language proficiency and metalinguistic awareness serve as significant predictors of English vocabulary and grammar skills in both monolingual German and bilingual EFL students. Against this backdrop, we designed a teaching approach that systematically integrates linguistic comparisons with minority languages and metalinguistic awareness tasks. We implemented the teaching approach with 128 4th grade learners in four primary schools who have had two 45-min English lessons per week since the beginning of grade 3. In a pre-post-test control study design, we assess linguistic, cognitive and attitudinal effects of multilingual FL teaching. In this paper, we outline the theoretical and empirical foundations of the multilingual teaching approach, illustrate it using representative examples and activities, review its implementation from a teacher perspective and report preliminary findings of its effects on FL development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01