From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School
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...
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| Published in: | Language learning Vol. 67; no. 3; pp. 631 - 664 |
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| Main Authors: | , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Hoboken
Wiley-Blackwell
01.09.2017
Wiley Subscription Services, Inc |
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| ISSN: | 0023-8333, 1467-9922 |
| Online Access: | Get full text |
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| Abstract | 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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| AbstractList | 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. |
| Audience | Grade 5 |
| Author | Jaekel, Nils Florian, Merle Ritter, Markus Schurig, Michael |
| Author_xml | – sequence: 1 givenname: Nils surname: Jaekel fullname: Jaekel, Nils email: njaekel@utk.edu organization: Ruhr‐University Bochum – sequence: 2 givenname: Michael surname: Schurig fullname: Schurig, Michael organization: TU Dortmund University – sequence: 3 givenname: Merle surname: Florian fullname: Florian, Merle organization: Ruhr‐University Bochum – sequence: 4 givenname: Markus surname: Ritter fullname: Ritter, Markus organization: Ruhr‐University Bochum |
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| Copyright | 2017 Language Learning Research Club, University of Michigan |
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| Notes | Ganz In—All‐Day Schools for a Brighter Future Ganz In We would like to thank the four anonymous reviewers for their constructive comments on our manuscript. Furthermore, we would like to thank Dr. Dominik Rumlich for his insightful and helpful feedback. The research reported in this article was collected as part of the project funded by the Mercator Stiftung. is a joint research project of the TU Dortmund University, Ruhr‐University Bochum, and the University of Duisburg‐Essen. ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
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Bilanz nach einem Jahrzehnt year: 2010 ident: e_1_2_11_31_1 – ident: e_1_2_11_87_1 doi: 10.1080/13670050.2014.972334 – start-page: 65 volume-title: Polish studies in English language and literature: Achievements and perspectives in SLA of speech year: 2011 ident: e_1_2_11_38_1 – ident: e_1_2_11_97_1 doi: 10.3726/978-3-653-06460-5 – ident: e_1_2_11_37_1 – ident: e_1_2_11_24_1 doi: 10.14746/ssllt.2014.4.3.2 – start-page: 44 volume-title: Hörverstehen, Leseverstehen, Sprechen. Diagnose und Förderung von sprachlichen Kompetenzen im Englischunterricht der Primarstufe year: 2013 ident: e_1_2_11_35_1 – ident: e_1_2_11_9_1 doi: 10.1037/a0027493 – volume-title: The ABC of gender equality in education: Aptitude, behaviour, confidence year: 2015 ident: e_1_2_11_86_1 – ident: e_1_2_11_113_1 doi: 10.1007/BF02294627 – ident: e_1_2_11_15_1 – ident: e_1_2_11_111_1 doi: 10.4324/9780203843376 – ident: e_1_2_11_53_1 – ident: e_1_2_11_112_1 – ident: e_1_2_11_82_1 doi: 10.1017/S0267190511000183 – volume: 24 start-page: 171 year: 2013 ident: e_1_2_11_114_1 article-title: Je früher desto besser? Frühbeginnender Englischunterricht ab Klasse 1 oder 3 und seine Auswirkungen auf das Hör– und Leseverstehen publication-title: Zeitschrift für Fremdsprachenforschung – ident: e_1_2_11_75_1 |
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| Title | From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School |
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