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Emotion regulation by attentional deployment moderates bilinguals’ language-dependent emotion differences
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Thoma, Dieter. - : Routledge, Taylor & Francis Group, 2021. : Psychology Press, 2021
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Do minority-language and majority-language students benefit from pedagogical translanguaging in early foreign language development?
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Foreign language development during temporary school closures in the 2020 Covid-19 pandemic
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Bilingual advantages in early foreign language learning: Effects of the minority and the majority language
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Abstract:
This longitudinal study tests effects of minority and majority-language proficiency in the early foreign language learning of English in German primary schools. In a study with monolingual German and bilingual students who speak a minority language at home (N = 200), we find that the bilingual group scores lower than the monolingual group overall, yet bilingual students outperform monolingual German students in vocabulary and grammar in early foreign language learning, once socio-economic factors are controlled for. Vocabulary in the minority language acts as a significant predictor for early achievement in the foreign language for bilingual students. However, positive effects of bilingualism abate from grades 3 to 4, and proficiency in the majority language emerges as a significant predictor of English vocabulary. This change suggests that bilingual advantages wither unless they are explicitly fostered by teachers and educators.
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Keyword:
400 Sprache; Linguistik
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URL: https://doi.org/10.1016/j.learninstruc.2019.02.001 https://www.sciencedirect.com/science/article/pii/S0959475217306199?via%3Dihub https://madoc.bib.uni-mannheim.de/48597/
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Reduced language processing automaticity induces weaker emotions in bilinguals regardless of learning context
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Integrating multilingualism into the early foreign language classroom: Empirical and teaching perspectives
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How cross-linguistic differences in the grammaticalization of future time reference influence intertemporal choices
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L1 effects in the early L3 acquisition of vocabulary and grammar
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Mehrsprachigkeit und metasprachliche Bewusstheit im Englischerwerb in der Grundschule
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Early childhood educators’ knowledge and abilities in planning language learning environments
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Convergence on finite V2 clauses in L1, bilingual L1 and early L2 acquisition
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