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Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?
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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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Keyword:
400 Sprache; 420 Englisch; Linguistik
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URL: https://doi.org/10.1515/multi-2020-0164 https://madoc.bib.uni-mannheim.de/59798/ https://www.degruyter.com/document/doi/10.1515/multi-2020-0164/html
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Foreign language development during temporary school closures in the 2020 Covid-19 pandemic
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Bilingual advantages in early foreign language learning: Effects of the minority and the majority language
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Integrating multilingualism into the early foreign language classroom: Empirical and teaching perspectives
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Mehrsprachigkeit und metasprachliche Bewusstheit im Englischerwerb in der Grundschule
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