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Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?
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Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning
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Abstract:
Existing research suggests that being multilingual may convey advantages for additional language learning. However, little research to date has examined the role of multiple languages in primary-school classroom settings and in foreign language learning in particular. We investigated the learning of French by children with English as an additional language (EAL) aged 8–9 in England. The EAL children and their monolingual peers were tested on their achievement in French, their metalinguistic awareness and associative memory. Their attitudes to languages and language learning were assessed. Two French classes were observed and teachers interviewed in order to document their approach to teaching French to a mixed-language class and their perceptions of the multilingual nature of the classroom. Our findings suggest that the EAL children’s multilingualism is not drawn upon as a potentially facilitative tool. English appears to be the only medium and the primary aim of instruction, with other languages assigned a subordinate role. The EAL children performed similarly to their monolingual peers on all measures, with level of English correlated with most measures. We argue that while an egalitarian treatment of all children is clearly desirable, it would be equally desirable to utilise the presence of other languages as a resource.
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Keyword:
LB1501 Primary Education; P Philology. Linguistics
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URL: http://repository.essex.ac.uk/22076/
http://repository.essex.ac.uk/22076/1/Multilingual_and_monolingual_children_in_the_primary-level_language_classroom-_Individual_differences_and_perceptions_of_foreign_language_learning_.pdf
https://doi.org/10.1080/09571736.2018.1471616
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Flexible egocentricity: Asymmetric switch costs on a perspective-taking task
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Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study. ...
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Data supporting "Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study." ...
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Data for 'Cultural effects rather than a bilingual advantage..." ...
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Esperanto as a tool in classroom foreign language learning in England
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Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study
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Cultural effects rather than a bilingual advantage in cognition: A review and an empirical study.
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Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech
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‘She says, he says’: Does the sex of an instructor interact with the grammatical gender of targets in a perspective-taking task?
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The Simon Task With Young Adult Bilinguals Revisited: New Evidence and Analyses. ...
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Explicit Knowledge and Processes From a Usage-Based Perspective: The Developmental Trajectory of an Instructed L2 Learner
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