S189 | Variables Affecting Foreign Language Acquisition In Bilingual Programs

S189 | Variables affecting foreign language acquisition in bilingual programs

August 17, 2021 08:30 AM - August 17, 2022 12:00 Noon(Europe/Amsterdam)

20210817T0830 20210817T1200 Europe/Amsterdam S189 | Variables affecting foreign language acquisition in bilingual programs A long-standing tradition in SLA investigates the effects of learner-internal and -external factors on language learning, often looking at variables in isolation. Recently, researchers have focused increasingly on the interplay of such factors in the dynamic contexts in which (language) development unfolds. L2A in educational programs adds to the complexity of such developmental trajectories. Instructional quality and L2 program features interact with the child's individual characteristics, which are shaped by their social and language background(s), leading to heterogeneous classrooms which have increasingly been in the focus of modern teaching approaches. Research on immersion programs (particularly in Canada and the U.S.) has consistently shown that the strongest predictors for L2A comprise intensity, duration and quality of L2 exposure, while less intensive bilingual programs, often referred to as CLIL in Europe, which cover various programs differing in intensity, duration, setup, and L2-input, have yielded mixed results. Clear distinctions of program variables and terminology are a desideratum for future studies. Statistical methods modeling multifactorial growth processes present a promising approach to shed light on the interplay of numerous factors in instructed L2A. This symposium invites theoretical and empirical papers on the impact and interplay of variables affecting L2 acquisition in bilingual classroom contexts. 8.30-9.10 Thorsten Piske (key) 9.10-9.30 Patricia Uhl 9.30-9.50 Anja Steinlen 9.50-10.00 Discussion 10.30-10.50 Mengying Liu 10.50-11.10 Kristin Kersten 11.10-11.30 Ann-Christin Bruhn, Katharina Ponto, Kristin Kersten 11.30-11.50 Anna Trebits, Katharina Ponto, Kristin Kersten 11.50-12.0 ... Room 1 AILA 2021 aila2021@gcb.nl

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A long-standing tradition in SLA investigates the effects of learner-internal and -external factors on language learning, often looking at variables in isolation. Recently, researchers have focused increasingly on the interplay of such factors in the dynamic contexts in which (language) development unfolds. L2A in educational programs adds to the complexity of such developmental trajectories. Instructional quality and L2 program features interact with the child's individual characteristics, which are shaped by their social and language background(s), leading to heterogeneous classrooms which have increasingly been in the focus of modern teaching approaches. Research on immersion programs (particularly in Canada and the U.S.) has consistently shown that the strongest predictors for L2A comprise intensity, duration and quality of L2 exposure, while less intensive bilingual programs, often referred to as CLIL in Europe, which cover various programs differing in intensity, duration, setup, and L2-input, have yielded mixed results. Clear distinctions of program variables and terminology are a desideratum for future studies. Statistical methods modeling multifactorial growth processes present a promising approach to shed light on the interplay of numerous factors in instructed L2A. This symposium invites theoretical and empirical papers on the impact and interplay of variables affecting L2 acquisition in bilingual classroom contexts.

8.30-9.10 Thorsten Piske (key)

9.10-9.30 Patricia Uhl

9.30-9.50 Anja Steinlen

9.50-10.00 Discussion

10.30-10.50 Mengying Liu

10.50-11.10 Kristin Kersten

11.10-11.30 Ann-Christin Bruhn, Katharina Ponto, Kristin Kersten

11.30-11.50 Anna Trebits, Katharina Ponto, Kristin Kersten

11.50-12.00 Discussion

Factors affecting L2 learning in immersion, CLIL and ‘regular’ foreign language programsView Abstract

Featured 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

This paper explores the role of several factors that have been claimed to affect L2 learning in classroom contexts by comparing the results of studies examining the linguistic outcomes of ‘regular’ foreign language programs and bilingual programs differing, among other things, in amount of learner exposure to the L2.

Presenters

Competence acquisition of heterogeneous learner groups in a Bilingual Program (French/German) in Bavarian Primary Schools – First empirical resultsView Abstract

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

The presented empirical study focuses on 127 first graders taking part in the new Bilingual Program (French/German) in Primary Schools in Bavaria. The research interest lies on the level of competence in French, German and mathematics as well as on the intersectionality axes gender, multilingualism and socioeconomic background.

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Co-authors

Children with AD(H)D in primary school immersion programsView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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This study examined the linguistic achievements of children with and without AD(H)D who attended German-English immersion and mainstream programs in German primary schools. Although the AD(H)D children’s performance was affected by their cognitive deficits, intensive exposure to the target language positively affected their L2 development.

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Co-authors

Second-grade Chinese immersion students’ language useView Abstract

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

This case study explores patterns of L1 and L2 use by second graders attending a Chinese immersion program in the U.S. as they carry out classroom tasks with different interlocutors. Findings suggested that students use Chinese almost exclusively with teacher, and become English-dominant with peers on academic and non-academic topics.

Presenters

The interplay of cognitive, social and instructional variables affecting foreign language acquisition in primary school: The Proximity HypothesisView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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Research on differential effects of cognitive, social and instructional factors often confounds hierarchical relationships within 'container variables'. The Proximity Hypothesis posits that effects of distal factors are mediated and explained by proximal factors interacting directly with learners. This is investigated longitudinally in regular and bilingual primary schools using multilevel modeling. (Preprint on Researchgate)

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L2 Instruction Predicts Young Learners' L2 Comprehension in Bilingual and Conventional ProgramsView Abstract Watch Recording 0

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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This study focuses on the question which teaching techniques as operationalized by the Teacher Input Observation Scheme (TIOS) (Kersten et al., 2018) most strongly predict L2 lexical and grammar comprehension of young L2 learners of English from regular and bilingual primary schools in Germany. Correlational and multiple regression analyses suggest that immersion teachers outperform EFL teachers in their use of TIOS techniques, TIOS scores predict learners' L2 lexical and grammar comprehension (44.2% and 60.3% of variance), and that scales and item-based teacher behavior differentially affect L2 comprehension.

Presenters

Sources of individual differences in L2 development: The role of parenting style, home enrichment and L1 proficiency in young learnersView Abstract

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

Our research investigates how parenting style, home enrichment, and L1 proficiency impact primary school students’ L2 development in EFL and immersion contexts. Our results showed that bilingual (immersion) educational programs may potentially reduce the impact of parenting style and home enrichment on L2 development.

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