Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings

Trebits, Anna; Koch, Martin J.; Ponto, Katharina; Bruhn, Ann-Christin; Adler, Marie; Kersten, Kristin

doi:10.1080/13670050.2021.1943307

Cited by 14 publications

(11 citation statements)

References 55 publications

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“…In other words, this result might point to the fact that immersion contexts might foster L2 learning, at least in part, independently of the fact whether a child has high or low cognitive skills, and might, thus, contribute to some extent in leveling the playing field for disadvantaged learners. A similar differential effect between traditional and immersion contexts can also be found for the impact of socioeconomic status on L2 acquisition, a result that leads (Trebits et al 2021;Trebits and Kersten 2019) to a similar conclusion. (This does not mean that other moderating factors may contribute to help learners make the most of teachers' input, but they were not part of this dataset.…”

Section: Discussionmentioning

confidence: 54%

“…It was discussed that the partial immersion programs with high L2 intensity and meaningful content-based teaching in the L2 provide a high amount of implicit learning contexts. In that, they might have the potential to level the playing field for learners with lower cognitive skills (Trebits et al 2021). Larger datasets with more statistical power are needed to test whether the lacking moderation might have been due to low variation in the independent variable.…”

Section: Discussionmentioning

confidence: 99%

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Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently

et al. 2021

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Input is considered one of the most important factors in the acquisition of lexical and grammatical skills. Input has been found to interact with other factors, such as learner cognitive skills and the circumstances where language is heard. Language learning itself has sometimes been found to enhance cognitive skills. Indeed, intensive contact with another language has been found to sometimes boost cognitive skills, even in intensive instructed settings, such as immersion programs (bilingual advantage hypothesis). In this paper, we report a cross-sectional study to assess grammar learning of 79 fourth grade German students learning L2 English in two immersion schools. Verbal teacher input was assessed using the Teacher Input Observation Scheme (TIOS, Items 14–25), and the learners’ L2 grammar comprehension was tested with the ELIAS Grammar Test II. Cognitive skills, including phonological awareness, working memory, and non-verbal intelligence, were determined using standardized assessment procedures. The results show that verbal input quantity and quality correlated significantly with the learners’ L2 grammar comprehension. None of the cognitive skills moderated the effect of input on grammar comprehension but all predicted it independently. The combination of L2 input and phonological awareness was found to be the most robust predictor of L2 grammar comprehension.

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Section: Discussionmentioning

confidence: 54%

Section: Discussionmentioning

confidence: 99%

Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently

et al. 2021

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“…Multiple factors will influence their emergent literacy skills and literacy acquisition. These factors include children's executive functioning (e.g., short-term memory, self-regulation, planning skills) the linguistic similarities and differences between languages learned, children's self-efficacy, their family's socioeconomic status, their parents' level of education, their teacher's knowledge and experience with supporting bilingual learners, and the types of early literacy instruction they receive [29][30][31][32][33][34][35][36][37][38]. In addition, their emergent literacy skills in areas such as phonological awareness [39], alphabetic knowledge, vocabulary, and oral narrative skills in their dominant language are all likely to influence achievement in literacy acquisition [30,32,38].…”

Section: Influences On Literacy Development For Bilingual Learnersmentioning

confidence: 99%

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

Gillon¹

2023

Folia Phoniatr Logop

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Introduction: The Better Start Literacy Approach is an example of a multi-tiered system of support (MTSS) to facilitate children’s early literacy success. It is set within a strengths-based and culturally responsive framework for literacy teaching and is being implemented in over 800 English medium schools across New Zealand. This report focuses on how children identified at school entry as English Language Learners (ELL) responded to the Better Start Literacy Approach during their first year at school. Method: Using a matched control design, the growth in phoneme awareness, phoneme-grapheme knowledge, and oral narrative skills for 1,853 ELL was compared to a cohort of 1,853 non-ELL. The cohorts were matched for ethnicity (mostly Asian, 46% and Pacific, 26%), age (M = 65 months), gender (53% male), and socioeconomic deprivation index (82% in areas of mid to high deprivation). Results: Data analyses indicated similar positive growth rates for ELL and non-ELL from baseline to the first monitoring assessment following 10 weeks of Tier 1 (universal/class level) teaching. Despite demonstrating lower phoneme awareness skills at baseline, following 10 weeks of teaching, the ELL cohort performed similarly to non-ELL in non-word reading and spelling tasks. Predictors of growth analyses indicated that ELL from areas of low socioeconomic deprivation, who used a greater number of different words in their English story retells at the baseline assessment, and females made the most growth in their phonic and phoneme awareness development. Following the 10-week monitoring assessment, 11% of the ELL and 13% of the non-ELL cohorts received supplementary Tier 2 (targeted small group) teaching. At the next monitoring assessment (20 weeks post baseline assessment) the ELL cohort showed accelerated growth in listening comprehension, phoneme-grapheme matching and phoneme blending skills, catching up to their non-ELL peers. Discussion: Despite limitations of the dataset available, it provides one of the few insights into the response of ELL to Tier 1 and Tier 2 teaching in their first year at school. The data suggest that the Better Start Literacy Approach, which includes high-quality professional learning and development for teachers, literacy specialists, and speech-language therapists, is an effective approach toward developing foundational literacy skills for ELL. The important role speech-language therapists have in collaborating with class teachers to support children’s early literacy success within a MTSS framework is discussed.

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“…This is due to the cost the students must afford in order to get into English courses (Lamb & Coleman), cram schools (Liu, 2020), or even EMI programs (Lorenzo et al, 2021), which could incur more expenditure than regular tuition. Some studies have shown that SES is significantly related to English proficiency; students with higher SES outperformed those with low SES in a Spanish bilingual school (Lorenzo et al, 2021) and also in German EMI and non-EMI schools (Trebits et al, 2021) and in the Philippines (Serquina & Batang, 2018).…”

Section: Ses and Its Association With Academic Achievementmentioning

confidence: 99%

When Proficiency and Education Matter: The Mediating Role of English Proficiency and Moderating Effect of Parents’ Education in the SES–Academic Achievement Relationship During EMI

et al. 2022

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This study investigated how socioeconomic status (SES) is associated with academic achievement and English proficiency in an English-medium instruction (EMI) program at a state university in Indonesia. It also examined the mediating effect of English proficiency and moderating effect of parents’ education on the relationship between SES and academic achievement. Data for 234 EMI students were obtained from the academic office of the university. Based on mediation analysis, SES significantly predicted students’ academic achievement and English proficiency. However, it stopped being a significant predictor when mediated through English proficiency. The moderation analysis shows that the degree of increase in EMI students’ grade point average was affected by the level of parents’ education when associated with family income. The article also presents the implications of the findings in enhancing university EMI programs and suggestions for future research.

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Cognitive gains and socioeconomic status in early second language acquisition in immersion and EFL learning settings

Cited by 14 publications

References 55 publications

Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently

Quality of L2 Input and Cognitive Skills Predict L2 Grammar Comprehension in Instructed SLA Independently

Supporting Children Who Are English Language Learners Succeed in Their Early Literacy Development

When Proficiency and Education Matter: The Mediating Role of English Proficiency and Moderating Effect of Parents’ Education in the SES–Academic Achievement Relationship During EMI

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