Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals

Rauch, Dominique; Naumann, Johannes; Jude, Nina

doi:10.1177/1367006911425819

Cited by 71 publications

(32 citation statements)

References 45 publications

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“…This echoes the early observation of Swain et al (1990) that it is not bilingualism per se that carries benefits for the individual, but literacy in the two languages. Other studies also highlight the importance of literacy for the development of metalinguistic awareness in multilingual populations in different contexts (Rauch, Naumann, & Jude, 2012).…”

Section: Discussionmentioning

confidence: 99%

English L3 learning in a multilingual context: the role of parental education and L2 exposure within the living community

Angelis

2015

International Journal of Multilingualism

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The present study examines two factors in relation to English L3 proficiency development and school performance in a third language: (a) parental education and (b) second language exposure within the living community. Participants (n = 50) are Italian L1 students with German L2 and English L3. All students (eighth grade, 14 years of age) were attending school in the multilingual region of South Tyrol, Italy, in 2005Italy, in /2006. Final year written exams were examined in relation to parental education and the language most frequently spoken in the community (Italian L1 or German L2) with the aim to identify which of the two factors (parental education or L2 exposure) best predicts school performance and English L3 proficiency development. Overall results show parental education to be a stronger predictor of English L3 development.

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Section: Discussionmentioning

confidence: 99%

English L3 learning in a multilingual context: the role of parental education and L2 exposure within the living community

Angelis

2015

International Journal of Multilingualism

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“…Research targeting the impact of nonmajority L1 (e.g., Turkish, Russian, or Slovak in the context of Germany) on the learning of a foreign language in school, which would be a third language (L3) for learners studying in L2‐medium contexts, is growing slowly. However, the ability to speak two or more languages alone does not seem to positively impact L3 acquisition, whereas biliteracy in L1 and L2 does (Rauch, ; Rauch, Naumann, & Jude, ). Following the threshold hypothesis (Cummins, ), the (very) early start of foreign language learning may be an obstacle in L2 development for learners with limited L1 proficiency.…”

Section: Learner Characteristics and Their Relationship To L2 Proficimentioning

confidence: 99%

From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School

et al. 2017

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Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long‐term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early receptive skills of two cohorts of English language learners in Year 5 (beginning of secondary education in Germany) and two years later in Year 7. The factors distinguishing between these two cohorts were onset of foreign language education and the amount of language exposure. The effects of the earlier start were found in the results for Year 5, when the early cohort outperformed peers with less and later exposure to English. However, in Year 7, the late starters surpassed their early starting peers.

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“…Some scholars have suggested that the key to the cognitive advantage reflected in more efficient L3 acquisition is biliteracy, rather than exclusively oral bilingualism (Rauch, Naumann, & Jude, 2012;Sanz, 2008;Swain et al, 1990). Bilinguals illiterate in their L1 do not perform significantly better than their monolingual counterparts.…”

Section: Age and The Bilingual Advantagementioning

confidence: 99%

Starting Age Overshadowed: The Primacy of Differential Environmental and Family Support Effects on Second Language Attainment in an Instructional Context

Pfenninger

Singleton

2018

Language Learning

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Despite contrary research findings, many laypeople still claim that starting second language (L2) instruction early yields linguistic advantages. This assertion is again undermined by a 5‐year longitudinal study conducted in Switzerland testing the English language skills of 636 secondary‐school students who had all learned Standard German and French at primary school, but only half of whom had learned English from age 8, the remainder having started English 5 years later. The results suggest that age‐related attainment effects are overshadowed by other effects, yielding diverse outcomes according to individual differences and contextual effects mediating L2 outcomes. An earlier age of learning proved beneficial only for children raised as biliterate simultaneous bilinguals receiving substantial parental support, as opposed to monolinguals and nonbiliterate bilinguals (simultaneous or sequential). These issues require studies that explore what underlies age effects in L2 learning and investigate how learning contexts shape processes of L2 development.

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Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish–German bilinguals

Cited by 71 publications

References 45 publications

English L3 learning in a multilingual context: the role of parental education and L2 exposure within the living community

English L3 learning in a multilingual context: the role of parental education and L2 exposure within the living community

From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School

Starting Age Overshadowed: The Primacy of Differential Environmental and Family Support Effects on Second Language Attainment in an Instructional Context

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