From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School. / Jaekel, N.; Schurig, M.; Florian, M.; Ritter, Markus.

In: Language Learning, 2017.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Jaekel, N, Schurig, M, Florian, M & Ritter, M 2017, 'From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School', Language Learning. https://doi.org/10.1111/lang.12242

APA

Jaekel, N., Schurig, M., Florian, M., & Ritter, M. (2017). From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School. Language Learning. https://doi.org/10.1111/lang.12242

Vancouver

Jaekel N, Schurig M, Florian M, Ritter M. From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School. Language Learning. 2017. https://doi.org/10.1111/lang.12242

Author

Jaekel, N. ; Schurig, M. ; Florian, M. ; Ritter, Markus. / From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School. In: Language Learning. 2017.

Bibtex

@article{5c1683cc548e46dbb9b9dfd86aaf0ab0,
title = "From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School",
abstract = "Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long‐term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early receptive skills of two cohorts of English language learners in Year 5 (beginning of secondary education in Germany) and two years later in Year 7. The factors distinguishing between these two cohorts were onset of foreign language education and the amount of language exposure. The effects of the earlier start were found in the results for Year 5, when the early cohort outperformed peers with less and later exposure to English. However, in Year 7, the late starters surpassed their early starting peers.",
author = "N. Jaekel and M. Schurig and M. Florian and Markus Ritter",
year = "2017",
doi = "10.1111/lang.12242",
language = "English",
journal = "Language Learning",
issn = "0023-8333",
publisher = "Wiley-Blackwell",

}

RIS

TY - JOUR

T1 - From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School

AU - Jaekel, N.

AU - Schurig, M.

AU - Florian, M.

AU - Ritter, Markus

PY - 2017

Y1 - 2017

N2 - Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long‐term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early receptive skills of two cohorts of English language learners in Year 5 (beginning of secondary education in Germany) and two years later in Year 7. The factors distinguishing between these two cohorts were onset of foreign language education and the amount of language exposure. The effects of the earlier start were found in the results for Year 5, when the early cohort outperformed peers with less and later exposure to English. However, in Year 7, the late starters surpassed their early starting peers.

AB - Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long‐term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early receptive skills of two cohorts of English language learners in Year 5 (beginning of secondary education in Germany) and two years later in Year 7. The factors distinguishing between these two cohorts were onset of foreign language education and the amount of language exposure. The effects of the earlier start were found in the results for Year 5, when the early cohort outperformed peers with less and later exposure to English. However, in Year 7, the late starters surpassed their early starting peers.

UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-85018740201&partnerID=MN8TOARS

U2 - 10.1111/lang.12242

DO - 10.1111/lang.12242

M3 - Journal article

JO - Language Learning

JF - Language Learning

SN - 0023-8333

ER -

ID: 361710720