Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?
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Holger Hopp
,
Teresa Kieseier
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.
Funding source: Bundesministerium für Bildung und Forschung
Award Identifier / Grant number: FKZ 01JM1702A/B
Descriptive statistics of metalinguistic, linguistic, personal and social factors at pre-test by group for majority -and minority-language speakers. Means (SD), independent-samples t-tests, including effect sizes.
| Intervention group | Comparison group | ANOVA effect group | Partial eta squared | ||||
|---|---|---|---|---|---|---|---|
| Majority-language speakers | Minority-language speakers | Majority-language speakers | Minority-language speakers | ||||
| Linguistic factors | Receptive vocabulary: English | 43.59 (6.72) | 42.74 (6.19) | 40.23 (5.51) | 40.84 (7.34) | F(3,119) = 1.872ns | 0.045 |
| Productive vocabulary: English (CLT) | 12.91 (3.41) | 12.06 (2.92) | 11.94 (2.95) | 12.0 (2.50) | F(3,119) = 0.730ns | 0.018 | |
| Receptive grammar: English | 44.94 (9.64) | 43.34 (8.25) | 41.10 (7.75) | 42.76 (9.30) | F(3,119) = 1.038ns | 0.026 | |
| Productive vocabulary: German (CLT) | 30.47 (1.57) | 29.20 (1.92) | 30.87 (0.96) | 29.08 (1.68) | F(3,119) = 9.793** | 0.198 | |
| Productive vocabulary: L1 (CLT) | – | 10.54 (6.61) | – | 10.68 (6.99) | F(1,58) = 0.006ns | 0.000 | |
| Metalinguistic factors | Phoneme manipulation | 7.90 (3.17) | 7.71 (3.74) | 7.23 (3.04) | 7.54 (4.14) | F(3,116) = 0.200ns | 0.005 |
| Rhyme-task | 7.24 (1.90) | 6.89 (2.01) | 6.35 (1.73) | 7.16 (1.93) | F(3,119) = 1.328ns | 0.032 | |
| Personal factors | Sex (0 = male; 1 = female) | 0.38 (0.49) | 0.57 (0.50) | 0.55 (0.51) | 0.48 (0.51) | F(3,119) = 1.004ns | 0.025 |
| Age (months) | 114.56 (5.85) | 116.69 (6.80) | 115.32 (5.46) | 114.04 (5.53) | F(3,119) = 1.155ns | 0.028 | |
| Basic cognitive skills | 104.53 (16.43) | 103.40 (17.52) | 99.77 (15.71) | 97.84 (15.03) | F(3,119) = 1.060ns | 0.026 | |
| Working memory | 7.0 (1.32) | 7.09 (1.48) | 6.81 (1.76) | 6.92 (0.95) | F(3,119) = 0.224ns | 0.006 | |
| Social factors | Education parents (years) | 11.19 (1.62) | 11.51 (1.56) | 11.25 (1.49) | 11.76 (1.43) | F(3,93) = 0.604ns | 0.019 |
| SES parents (HISEI) | 52.42 (17.75) | 56.35 (14.61) | 53.90 (10.57) | 49.45 (12.69) | F(3,93) = 0.838ns | 0.026 | |
| Net income | 3182.32 (1,857.49) | 3820.38 (1,281.21) | 3439.42 (1,169.72) | 3665.60 (1992.36) | F(3,93) = 0.813ns | 0.026 | |
| Cultural capital | 217.38 (256.11) | 113.94 (92.25) | 151.03 (149.85) | 149.54 (162.97) | F(3,93) = 1.551ns | 0.048 | |
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ns = not significant, *p < 0.05, **p < 0.01, ***p < 0.001. Social factors only available for students with parent information; missing values caused by item nonresponse ML-estimated (EM-algorithm).
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Research funding: The research has been funded by the Bundesministerium für Bildung und Forschung (grant no. FKZ 01JM1702A/B).
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© 2021 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Editorial
- Foreign language learning in multilingual Germany
- Articles
- VOT production, writing skills, and general proficiency in multilingual learners of French: approaching the intertwinement of different linguistic levels
- Crossing the bridge to literacy in foreign languages: C-test as a measure of language development
- Multilingual lexical transfer challenges monolingual educational norms: not quite!
- Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?
- Heritage languages and the ʻmultilingual boostʼ: intercomprehension skills of Russian and Polish heritage speakers in Germany
Artikel in diesem Heft
- Frontmatter
- Editorial
- Foreign language learning in multilingual Germany
- Articles
- VOT production, writing skills, and general proficiency in multilingual learners of French: approaching the intertwinement of different linguistic levels
- Crossing the bridge to literacy in foreign languages: C-test as a measure of language development
- Multilingual lexical transfer challenges monolingual educational norms: not quite!
- Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?
- Heritage languages and the ʻmultilingual boostʼ: intercomprehension skills of Russian and Polish heritage speakers in Germany
