Virtual Session Room 1 Symposium
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
66 attendees saved this session
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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 Thorsten Piske
Full Professor, University Of Erlangen-Nuremberg
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.
Presenters Patricia Uhl
Friedrich-Alexander University Of Erlangen-Nuremberg, Germany
Co-authors Thorsten Piske
Full Professor, University Of Erlangen-Nuremberg
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
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.
Presenters Anja Steinlen
Friedrich Alexander University Erlangen-Nürnberg, Germany
Co-authors Thorsten Piske
Full Professor, University Of Erlangen-Nuremberg
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 Mengying Liu
University Of Minnesota
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
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)
Presenters Kristin Kersten
Full Prof. Of SLA & ELT, University Of Hildesheim
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
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 Ann-Christin Bruhn
University Of Hildesheim
Katharina Ponto
University Of Hildesheim
Kristin Kersten
Full Prof. Of SLA & ELT, University Of Hildesheim
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.
Presenters Anna Trebits
Lecturer In TESOL And Applied Linguistics, University Of Hildesheim
Kristin Kersten
Full Prof. Of SLA & ELT, University Of Hildesheim
Katharina Ponto
University Of Hildesheim
Full Professor
,
University of Erlangen-Nuremberg
Full Prof. of SLA & ELT
,
University of Hildesheim
University of Hildesheim
University of Minnesota
Friedrich-Alexander University of Erlangen-Nuremberg, Germany
+ 3 more speakers. View All
Dr. Anja Steinlen
Friedrich Alexander University Erlangen-Nürnberg, Germany
Prof. Kristin Kersten
Full Prof. of SLA & ELT
,
University of Hildesheim
 Saskia Nijmeijer
AILA2021 volunteer
,
University Medical Center Groningen
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Children with AD(H)D in primary school immersio...
AILA__Steinlen__ADHD_AILA_S Submitted by Anja Steinlen 0
L2 Instruction Predicts Young Learners' L2 Comp...
AILA_1629110455Kerstenetal.2018-TeacherInputObservationSchemeandManualSMILE4.pdf Download Presentation Submitted by Ann-Christin Bruhn 0AILA_1629144528688_Bruhn_et_al.__2021____L2_Instruction_Predicts_Young_Learners__L2_Comprehension_in_Bilingual_and_Conventional_Programs.pdf Download Presentation Submitted by Ann-Christin Bruhn 0AILA__Bruhn_et_al Submitted by Ann-Christin Bruhn 0
The interplay of cognitive, social and instruct...
AILA_1629109871KerstenAILA2021Interplayofinternalandexternlvariables_ProximityHypothesis.pdf Download Presentation Submitted by Kristin Kersten 0AILA__Kersten__AILA___Interplay_of_internal_and_external_variables_Proximity_Hyp Submitted by Kristin Kersten 0
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