Nils Jaekel, Michael Schurig, Isabelle van Ackern, Markus Ritter, The impact of early foreign language learning on language proficiency development from middle to high school, System, Volume 106, 2022, 102763, ISSN 0346-251X, https://doi.org/10.1016/j.system.2022.102763
The impact of early foreign language learning on language proficiency development from middle to high school
|Author:||Jäkel, Nils1; Schurig, Michael2; van Ackern, Isabelle3;|
1University of Oulu, Finland
2Technische Universität Dortmund, Germany
3Ruhr-Universität Bochum, Germany
|Online Access:||PDF Full Text (PDF, 0.7 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022042630566
|Publish Date:|| 2022-04-26
Early foreign language instruction has become the norm across Europe. Expected benefits for students include linguistic advantages and ease of learning the second language (L2). However, research rarely supports these assertions. The present study investigated the receptive skills of two cohorts of English as a Foreign Language (EFL) learners in Years 5, 7, and 9 in Germany. The cohorts differed in their age of EFL onset in elementary school and, consequently, in the amount of exposure before secondary school. Linear mixed model analyses were employed to account for the hierarchical structure of the data. Learners with an earlier start performed better in Years 5 and 9 than late starters, suggesting possible long-term benefits of an earlier start. In Year 7, late starters scored higher on the proficiency assessment. Across the Year 5–9 span, the effects of learner characteristics’ on English proficiency remained stable for gender, L1, grades, cognitive abilities, and cultural capital.
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This research was in part funded by the Mercator Stiftung.
© 2022 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0).