Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?

DOI:	https://doi.org/10.1515/multi-2020-0164
URL:	https://www.degruyter.com/document/doi/10.1515/mul...
Additional URL:	https://www.researchgate.net/publication/352251496...
Document Type:	Article
Year of publication:	2021
The title of a journal, publication series:	Multilingua
Volume:	40
Issue number:	6
Page range:	815-837
Place of publication:	Berlin ; Boston
Publishing house:	Mouton de Gruyter
ISSN:	0167-8507 , 1613-3684
Publication language:	English
Institution:	School of Humanities > Anglistik I (Lehrstuhlvertretung) (Altvater-Mackensen, 2021)
Subject:	400 Language, linguistics 420 English
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.

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BASE: Hopp, Holger ; Kieseier, Teresa ; Jakisch, Jenny ; Sturm, Sarah ; Thoma, Dieter

Google Scholar: Hopp, Holger ; Kieseier, Teresa ; Jakisch, Jenny ; Sturm, Sarah ; Thoma, Dieter

ORCID: Hopp, Holger, Kieseier, Teresa

, Jakisch, Jenny, Sturm, Sarah and Thoma, Dieter

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