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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Vydáno v:Language learning Ročník 67; číslo 3; s. 631 - 664
Hlavní autoři: Jaekel, Nils, Schurig, Michael, Florian, Merle, Ritter, Markus
Médium: Journal Article
Jazyk:angličtina
Vydáno: Hoboken Wiley-Blackwell 01.09.2017
Wiley Subscription Services, Inc
Témata:
Age Differences
Cognitive Ability
early foreign language learning
Early second language learning
Education policy
Elementary education
Elementary schools
Elementary Secondary Education
English as a second language learning
English language
English language learners
English Learners
Experience
Foreign Countries
Foreign language learning
Foreign languages
Grade 5
Grade 7
Individual Differences
Language acquisition
Language policy
Language Proficiency
Language Skills
learner characteristics
Learning
Listening Comprehension
longitudinal
Longitudinal Studies
Peers
Program Effectiveness
Reading Comprehension
Receptive language
receptive language skills
Russian language
Scrutiny
Second Language Instruction
Second language learning
Secondary education
Secondary school students
Statistical Analysis
Structural equation modeling
Structural Equation Models
Student Characteristics
Tests
Germany
ISSN:0023-8333, 1467-9922
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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.
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
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  surname: Jaekel
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  organization: Ruhr‐University Bochum
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  givenname: Michael
  surname: Schurig
  fullname: Schurig, Michael
  organization: TU Dortmund University
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  givenname: Merle
  surname: Florian
  fullname: Florian, Merle
  organization: Ruhr‐University Bochum
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  givenname: Markus
  surname: Ritter
  fullname: Ritter, Markus
  organization: Ruhr‐University Bochum
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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.
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Snippet Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction...
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StartPage 631
SubjectTerms Age Differences
Cognitive Ability
early foreign language learning
Early second language learning
Education policy
Elementary education
Elementary schools
Elementary Secondary Education
English as a second language learning
English language
English language learners
English Learners
Experience
Foreign Countries
Foreign language learning
Foreign languages
Grade 5
Grade 7
Individual Differences
Language acquisition
Language policy
Language Proficiency
Language Skills
learner characteristics
Learning
Listening Comprehension
longitudinal
Longitudinal Studies
Peers
Program Effectiveness
Reading Comprehension
Receptive language
receptive language skills
Russian language
Scrutiny
Second Language Instruction
Second language learning
Secondary education
Secondary school students
Statistical Analysis
Structural equation modeling
Structural Equation Models
Student Characteristics
Tests
Title From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School
URI https://onlinelibrary.wiley.com/doi/abs/10.1111%2Flang.12242
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1151433
https://www.proquest.com/docview/1929418100
Volume 67
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