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Languages and cultures in contact. The place of new speakers in the education system in Upper Lusatia
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In: Cognitive Studies | Études cognitives; No 19 (2019) ; 2392-2397 (2019)
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Bilingualism and its Effect on Foreign Language Learning ...
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Scientific inquiry as social and linguistic practice: language socialization pathways in a ninth-grade physics class ...
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Bilingualism and its Effect on Foreign Language Learning
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Abstract:
In vielen Staaten unterscheidet sich die Leistung von Schülern mit und ohne Migrationshintergrund. Schüler mit Migrationshintergrund sprechen eine Minderheitensprache sowie die Zielsprache des Wohnlandes, das führt zu einem gewissen Grad der Zweisprachigkeit. Die Zweisprachigkeit ist mit Entwicklungsmustern verbunden, die das Fremdsprachenlernen der bilingualen Schüler positiv beeinflussen können. Diese Dissertation untersucht die Beziehung zwischen Zweisprachigkeit und Fremdsprachenlernen. Die erste Studie untersuchte die Wirkung der Zweisprachigkeit von Schülern mit Migrationshintergrund auf das Erlernen von Englisch als Fremdsprache. Die Ergebnisse zeigen einen positiven Trend zwischen Zweisprachigkeit und Lernerfolg. Dieser Trend unterschied sich deutlich zwischen Gruppen verschiedener Heimatsprachen mit den Kenntnissen der Unterrichtssprache als stärksten Prädiktor. Die zweite Studie betrachtete die Wirkung von Zweisprachigkeit auf die Leistung in Englisch als Fremdsprache von der Grundschule bis zur weiterführenden Schule. Die Analysen zeigen, dass, ein wesentlicher Vorteil der Zweisprachigkeit in der Grundschule vorliegt, dieser aber in der Sekundarstufe I verschwindet. Dies führt zu unterschiedlichem Leistungszuwachs von zweisprachigen und einsprachigen Schülern. Die dritte Studie untersuchte die Wirkung der Zweisprachigkeit auf das Erlernen von Englisch als Fremdsprache unter Berücksichtigung der Auswirkungen von Methode und Abfolge des Erlernens der Zweitsprache sowie des Sprachgebrauchs. Die Ergebnisse zeigen Leistungsvorsprünge in der Drittsprache für Zweisprachige, die in ihrer Minderheitensprache unterrichtet werden, beide Sprachen simultan erwerben und häufiger zwischen beiden Sprachen wechseln. Diese Dissertation gibt weitere Hinweise darauf, dass unter bestimmten Voraussetzungen Zweisprachige mit Migrationshintergrund im Vergleich zu einsprachigen Schülern Vorteile im Fremdsprachenlernen haben, obwohl sich dieser Befund im Laufe der Zeit verändert. ; There is a large achievement gap between students with immigrant background and their peers. Many students with immigrant backgrounds speak a minority language at home as well as the majority language of the larger society, resulting in some level of bilingualism. Bilingualism is associated with unique patterns of development that may affect their foreign language learning (FLL) in positive ways. This thesis explores the relationship between bilingualism and FLL, focusing on factors that affect this relationship. The first study investigates the effect of immigrant bilingualism on English FLL, examining confounding background variables and the effect of instructional language proficiency. The results showed a general positive trend between bilingualism and FLL. This positive trend differed between bilingual groups with different home languages with the strongest predictor for FLL being instructional language proficiency. This second study considers the effect of bilingualism on the FLL from elementary to secondary school. Although a significant advantage of bilingualism is found in elementary school, it disappeared as students proceed into secondary school, yielding differential gains for the language minority and monolingual groups. The level of exposure to the minority language played an important role for the FLL development. The third study examines the effect of bilingualism on FLL, considering the impact of manner and age of bilingual acquisition as well as language use practices. The results showed higher FLL for bilinguals who received formal instruction in their minority language, had acquired both languages simultaneously, and switched more often between their two languages, when compared to their other bilingual and monolingual peers. The findings of this thesis add to the evidence that under certain conditions, some bilinguals from immigrant communities have advantages in FLL compared to their monolingual peers although this pattern does change over time.
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Keyword:
370 Bildung und Erziehung; Bilingualism; ddc:370; DP 4200; Drittsprachenerwerb; Foreign language learning; Fremdsprachenlernen; Language minority learners; Mehrsprachigkeit; Multilingualism; Schüler mit Migrationshintergrund; Third language acquisition; Zweisprachigkeit
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URN:
urn:nbn:de:kobv:11-110-18452/19974-9
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URL: http://edoc.hu-berlin.de/18452/19974
https://doi.org/10.18452/19221
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An maith leat an Ghaeilge? An analysis of variation in primary pupil attitudes to Irish in the Growing Up in Ireland study
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Communicating care across culture and language: The student-teacher relationship as a site for socialization in public schools
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In: Teacher Education and Leadership Faculty Publications (2016)
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Scientific inquiry as social and linguistic practice: language socialization pathways in a ninth-grade physics class ; Doctor of Philosophy
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Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
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In: Hwang, Jin Kyoung. (2015). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19(3), 314 - 332. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/5wh435nv (2015)
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Somali Parents' Involvement in the Education of Their Children in American Middle Schools: a Case Study in Portland, Maine
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In: Electronic Theses and Dissertations (2015)
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Exploring Cultural Proficiency: A Case Study of a Culturally and Linguistically Diverse Middle School in a Predominantly White School District
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In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2015)
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| 11 |
Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency
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In: Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Mo, Elaine; & Snow, Catherine. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. The International Journal of Bilingualism. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/9z6970x6 (2014)
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Challenges confronting teachers of English language learners
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Differential Academic Trajectories Among Latino Students in Los Angeles
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In: Publicly Accessible Penn Dissertations (2014)
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Castañeda v. Pickard : the struggle for an equitable education - one family's experience with resistance.
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Teachers' perceptions of bilingualism and bidialectalism: the effect on language arts pedagogy
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THE RELATIONSHIPS BETWEEN TEACHER VARIABLES AND OUTCOMES FOR LANGUAGE MINORITY LEARNERS IN GRADES 3-5 ON MEASURES OF VOCABULARY KNOWLEDGE AND READING COMPREHENSION
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Investigating English Reading Comprehension Growth in Adolescent Language Minority Learners: Some Insights from the Simple View
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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Tā Pikitia Hei Āwhina Kōrero Collaborative Drawing and Storying
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Federal, state, and district level English language learner program entry and exit requirements: Effects on the education of language minority learners.
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In: education policy analysis archives; Vol 14 (2006); 20 ; archivos analiticos de politicas educativas; Vol 14 (2006); 20 ; Arquivos Analíticos de Políticas Educativas; Vol 14 (2006); 20 ; 1068-2341 (2006)
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