Study Protocol: STarting AGe and Extramural English: Learning English in and Outside of School in Norway and Flanders (STAGE)
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| Title: | Study Protocol: STarting AGe and Extramural English: Learning English in and Outside of School in Norway and Flanders (STAGE) |
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| Authors: | Sundqvist, Pia, Peters, Elke, Skar, Gustaf, Gyllstad, Henrik |
| Contributors: | Lund University, Joint Faculties of Humanities and Theology, Research platforms, HT, LAMiNATE (Language Acquisition, Multilingualism, and Teaching), Lunds universitet, Humanistiska och teologiska fakulteterna, Forskningsplattformar, HT, LAMiNATE (Language Acquisition, Multilingualism, and Teaching), Originator |
| Source: | Forum for Linguistic Studies. 7(8):793-809 |
| Subject Terms: | Humanities and the Arts, Languages and Literature, Studies of Specific Languages, Humaniora och konst, Språk och litteratur, Studier av enskilda språk |
| Description: | This Study Protocol article outlines the aims, theory, and methodology of a 4-year project that primarily seeks to enhance our understanding of the role of starting age and Extramural English. The project unravels the language proficiency of individuals studying English as a foreign or second language (L2) who encounter substantial exposure to English outside school (extramural English, EE), but begin formal English instruction at varying ages. The focus is on two regions: Norway, where formal English education commences early (grade 1, ages 6–7), and Flanders, where it begins later (grades 7 or 8, ages 12–14). The overarching project aim is to evaluate whether an early introduction to formal English instruction influences learners’ language proficiency and development within contexts abundant in EE exposure, hence the chosen regions. The article is structured into four sections. First, the introduction presents the main objective, provides a theoretical background and previous research, and ends by suggesting that the project will make a substantial and innovative contribution to theories of L2 proficiency, and also contribute with scientific knowledge that will have societal impact. The second section provides an account of the research questions and our predictions, the material and methods, and the measures connected with each of the five research questions that guide the project. Section three offers a discussion that addresses the cross-sectional design and sample size (aim: N = 900), as well as potential limitations. Section four addresses ethics and project dissemination. The article ends with information about funding and acknowledgments. This Study Protocol article outlines the aims, theory, and methodology of a 4-year project that primarily seeks to enhance our understanding of the role of starting age and Extramural English. The project unravels the language proficiency of individuals studying English as a foreign or second language (L2) who encounter substantial exposure to English outside school (extramural English, EE), but begin formal English instruction at varying ages. The focus is on two regions: Norway, where formal English education commences early (grade 1, ages 6–7), and Flanders, where it begins later (grades 7 or 8, ages12–14). The overarching project aim is to evaluate whether an early introduction to formal English instruction influences learners'language proficiency and development within contexts abundant in EE exposure, hence the chosen regions. The article is structured into four sections. First, the introduction presents the main objective, provides a theoretical background and previous research, and ends by suggesting that the project will make a substantial and innovative contribution to theories of L2 proficiency, and also contribute with scientific knowledge that will have societal impact. The second section provides an account of the research questions and our predictions, the material and methods, and the measures connected with each of the five research questions that guide the project. Section three offers a discussion that addresses the cross-sectional design and sample size (aim: N = 900), as well as potential limitations. Section four addresses ethics and project dissemination.The article ends with information about funding and acknowledgments. |
| Access URL: | https://doi.org/10.30564/fls.v7i8.10412 |
| Database: | SwePub |
Nájsť tento článok vo Web of Science | Abstract: | This Study Protocol article outlines the aims, theory, and methodology of a 4-year project that primarily seeks to enhance our understanding of the role of starting age and Extramural English. The project unravels the language proficiency of individuals studying English as a foreign or second language (L2) who encounter substantial exposure to English outside school (extramural English, EE), but begin formal English instruction at varying ages. The focus is on two regions: Norway, where formal English education commences early (grade 1, ages 6–7), and Flanders, where it begins later (grades 7 or 8, ages 12–14). The overarching project aim is to evaluate whether an early introduction to formal English instruction influences learners’ language proficiency and development within contexts abundant in EE exposure, hence the chosen regions. The article is structured into four sections. First, the introduction presents the main objective, provides a theoretical background and previous research, and ends by suggesting that the project will make a substantial and innovative contribution to theories of L2 proficiency, and also contribute with scientific knowledge that will have societal impact. The second section provides an account of the research questions and our predictions, the material and methods, and the measures connected with each of the five research questions that guide the project. Section three offers a discussion that addresses the cross-sectional design and sample size (aim: N = 900), as well as potential limitations. Section four addresses ethics and project dissemination. The article ends with information about funding and acknowledgments.<br />This Study Protocol article outlines the aims, theory, and methodology of a 4-year project that primarily seeks to enhance our understanding of the role of starting age and Extramural English. The project unravels the language proficiency of individuals studying English as a foreign or second language (L2) who encounter substantial exposure to English outside school (extramural English, EE), but begin formal English instruction at varying ages. The focus is on two regions: Norway, where formal English education commences early (grade 1, ages 6–7), and Flanders, where it begins later (grades 7 or 8, ages12–14). The overarching project aim is to evaluate whether an early introduction to formal English instruction influences learners'language proficiency and development within contexts abundant in EE exposure, hence the chosen regions. The article is structured into four sections. First, the introduction presents the main objective, provides a theoretical background and previous research, and ends by suggesting that the project will make a substantial and innovative contribution to theories of L2 proficiency, and also contribute with scientific knowledge that will have societal impact. The second section provides an account of the research questions and our predictions, the material and methods, and the measures connected with each of the five research questions that guide the project. Section three offers a discussion that addresses the cross-sectional design and sample size (aim: N = 900), as well as potential limitations. Section four addresses ethics and project dissemination.The article ends with information about funding and acknowledgments. |
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| ISSN: | 27050602 |
| DOI: | 10.30564/fls.v7i8.10412 |