Work

Nine partner languages, one path: Minority language reading proficiency development among German two-way immersion students

Year: 2024

Type: article

Abstract: At the State Europe School of Berlin (SESB) students with different language backgrounds learn together in two languages of instruction: German and one of nine partner languages (English, French, Greek, Italian, Polish, Portuguese, Russian, Spanish, and Turkish). This study investigates the reading proficiency trajectories in the minority or partner language among students in a two-way immersion (TWI) program. Participants were 977 TWI students. The study included longitudinal large-scale assessments in Grades 4 to 6. Latent growth curve models were utilized for analysis. The analyses revealed significant progress in partner language reading skills across all language combinations. However, notable differences in initial proficiency levels and developmental trajectories were observed between partner languages, even after controlling for background variables such as socioeconomic status and cognitive abilities. Furthermore, the results demonstrate that students' initial German reading proficiency positively influenced their reading proficiency in the partner language. Overall, the study demonstrates the effectiveness of the TWI program in promoting partner language proficiency development in TWI programs, particularly within the unique context of a diverse linguistic environment. This research provides valuable insights into how students develop reading skills in a multilingual environment. • Significant progress in reading skills across nine partner languages. • The results reconfirmed the native language hypothesis. • German reading proficiency positively influences partner language. • Varied initial proficiencies and developmental trajectories in partner languages.

Source: Learning and Instruction

DOI: 10.1016/j.learninstruc.2024.102047

Authors: Sandra Preusler, Steffen Zitzmann, Jürgen Baumert, Jens Möller

Institutions: Christian-Albrechts-Universität zu Kiel, MSH Medical School Hamburg – University of Applied Sciences and Medical University, Max Planck Institute for Human Development

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $4,450