Formal Instruction vs Informal Exposure. What Matters More for Teenagers' Acquisition of English as a Second Language?

Autor/inn/en	Azzolini, D.; Campregher, S.; Madia, J. E.
Titel	Formal Instruction vs Informal Exposure. What Matters More for Teenagers' Acquisition of English as a Second Language?
Quelle	In: Research Papers in Education, 37 (2022) 2, S.153-181 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1789718
Schlagwörter	English (Second Language); Language Skills; Adolescents; Second Language Instruction; Gender Differences; Parent Background; Educational Attainment; Socioeconomic Status; Correlation; Language Proficiency; Language Usage; Mass Media Effects; School Role; Cultural Influences; Informal Education; Cultural Differences; Individual Characteristics; Foreign Countries; Secondary School Students; Europe; Program for International Student Assessment + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Sprachkompetenz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fremdsprachenunterricht; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Socio-economic status; Sozioökonomischer Status; Korrelation; Language skills; Sprachgebrauch; Cultural influence; Kultureinfluss; Informelle Bildung; Nichtformale Bildung; Kultureller Unterschied; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Sekundarschüler; Europa
Abstract	This paper provides a comparative analysis of the drivers of English Language Competence (ELC) in a representative sample of European adolescents. School factors -- such as English instruction time and English onset -- are found to play an important role, especially in countries whose official languages are more distant from English. However, schools do not fully compensate for disparities in ELC. Gender, parental education and parental socioeconomic status are strongly associated with students' ELC. Particularly, girls and children from more privileged social backgrounds show systematically higher ELC, even net of school factors and reading ability in their own country language. The role of family background is stronger in countries with languages that are more distant from English, suggesting that family resources are needed more when the skills are more difficult to acquire elsewhere. Finally, informal English exposure through media and cultural products is strongly and positively associated with ELC. This holds true in countries with both high and low linguistic distance from English, suggesting that schools should promote more informal English learning to increase overall ELC and reduce social disparities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01