Multilingual and Monolingual Children in the Primary-Level Language Classroom: Individual Differences and Perceptions of Foreign Language Learning

Autor/inn/en	Costley, Tracey; Gkonou, Christina; Myles, Florence; Roehr-Brackin, Karen; Tellier, Angela
Titel	Multilingual and Monolingual Children in the Primary-Level Language Classroom: Individual Differences and Perceptions of Foreign Language Learning
Quelle	In: Language Learning Journal, 48 (2020) 5, S.643-655 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costley, Tracey) ORCID (Gkonou, Christina) ORCID (Myles, Florence) ORCID (Roehr-Brackin, Karen) ORCID (Tellier, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2018.1471616
Schlagwörter	Comparative Analysis; Multilingualism; Monolingualism; Second Language Learning; Second Language Instruction; Elementary School Students; Student Attitudes; French; English (Second Language); Language Teachers; Teacher Attitudes; Language of Instruction; Teaching Methods; Observation; Correlation; Foreign Countries; Individual Differences; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Korrelation; Ausland; Individueller Unterschied
Abstract	Existing research suggests that being multilingual may convey advantages for additional language learning. However, little research to date has examined the role of multiple languages in primary-school classroom settings and in foreign language learning in particular. We investigated the learning of French by children with English as an additional language (EAL) aged 8-9 in England. The EAL children and their monolingual peers were tested on their achievement in French, their metalinguistic awareness and associative memory. Their attitudes to languages and language learning were assessed. Two French classes were observed and teachers interviewed in order to document their approach to teaching French to a mixed-language class and their perceptions of the multilingual nature of the classroom. Our findings suggest that the EAL children's multilingualism is not drawn upon as a potentially facilitative tool. English appears to be the only medium and the primary aim of instruction, with other languages assigned a subordinate role. The EAL children performed similarly to their monolingual peers on all measures, with level of English correlated with most measures. We argue that while an egalitarian treatment of all children is clearly desirable, it would be equally desirable to utilise the presence of other languages as a resource. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01