Do Minority-Language and Majority-Language Students Benefit from Pedagogical Translanguaging in Early Foreign Language Development?

Autor/inn/en	Hopp, Holger; Kieseier, Teresa; Jakisch, Jenny; Sturm, Sarah; Thoma, Dieter
Titel	Do Minority-Language and Majority-Language Students Benefit from Pedagogical Translanguaging in Early Foreign Language Development?
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 40 (2021) 6, S.815-837 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2020-0164
Schlagwörter	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; Germany + Suchen Sie Ihr Suchwort? Sprachminderheit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Deutscher; Ausland; Language skill; Language skills; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Grammatik; Wortschatzarbeit; Mehrsprachigkeit; Multilingualismus; Aktiver Wortschatz; Klassengespräch; Metalanguage; Metasprache; Bildungsertrag; Deutschland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01