Can type of schooling compensate for low SES? Investigating effects of instruction and SES on cognitive skills

Bruhn, Ann-Christin; Miller, Lisa; Mähler, Claudia; Ponto, Katharina A.; Kersten, Kristin

doi:10.4324/9781003155683-12

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“…They show that early linguistic experiences, such as family bilingualism and multilingual educational programs, have a long-lasting effect on later academic achievement, mastery of additional languages and positive attitudes toward language learning. These studies, together with the chapters by Bruhn et al (2022) andTeltemann et al (2022), also address a wider sense of 'context' than what is used in most other studies on SLA and multilingualism, by including factors such as the family socio-economico status (SES), the country's educational system, or multilingual practices at the societal level. In so doing, they represent a concrete answer to Serafini's (2022, this volume) call to employ multiple time scales and granularity levels in the investigation of micro, meso and macro factors, which are all related in complex and dynamic ways.…”

Section: Introductionmentioning

confidence: 99%

Commentary on Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition

Pallotti¹

2022

Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition

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The ambitious nature of the studies and of the volume as a whole, trying to charter a very vast territory while at the same time maintaining a coherent outlook, raise important theoretical and methodological questions for SLA research. The first is the extent to which it is possible to provide unitary empirical accounts of wide-spanning relationships, or whether investigations should necessarily be limited to more local questions and domains. This implies discussing the identity of the SLA and multilingualism research fields, the opportunities for integration, and the risks of disintegration. The second is the issue of prediction and generalization, which have been repeatedly called into question in recent theoretical debates. It is argued that the complexity of the research object and questions should not lead to pessimistic or nihilistic conclusions, limiting the domain of what can legitimately be said to the description of individual cases, but should, on the contrary, promote more generalizable interdisciplinary research. This, in turn, requires cooperative, constructive attitudes, appreciating similarities between approaches and opportunities for collaboration, rather than overemphasizing differences and engaging in sterile academic confrontations.

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Section: Introductionmentioning

confidence: 99%

Commentary on Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition

Pallotti¹

2022

Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition

View full text Add to dashboard Cite

show abstract

Can type of schooling compensate for low SES? Investigating effects of instruction and SES on cognitive skills

Cited by 1 publication

References 0 publications

Commentary on Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition

Commentary on Understanding Variability in Second Language Acquisition, Bilingualism, and Cognition

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