The impact of early foreign language learning on language proficiency development from middle to high school

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

Standard

The impact of early foreign language learning on language proficiency development from middle to high school. / Jäkel, Nils Georg Martin; Schurig, Michael; van Ackern, Isabelle; Ritter, Markus.

In: System, Vol. 106, 102763, 06.2022.

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

Harvard

Jäkel, NGM, Schurig, M, van Ackern, I & Ritter, M 2022, 'The impact of early foreign language learning on language proficiency development from middle to high school', System, vol. 106, 102763. https://doi.org/10.1016/j.system.2022.102763

APA

Jäkel, N. G. M., Schurig, M., van Ackern, I., & Ritter, M. (2022). The impact of early foreign language learning on language proficiency development from middle to high school. System, 106, [102763]. https://doi.org/10.1016/j.system.2022.102763

Vancouver

Jäkel NGM, Schurig M, van Ackern I, Ritter M. The impact of early foreign language learning on language proficiency development from middle to high school. System. 2022 Jun;106. 102763. https://doi.org/10.1016/j.system.2022.102763

Author

Jäkel, Nils Georg Martin ; Schurig, Michael ; van Ackern, Isabelle ; Ritter, Markus. / The impact of early foreign language learning on language proficiency development from middle to high school. In: System. 2022 ; Vol. 106.

Bibtex

@article{bdff73a0910549959bd5b063affe84a6,
title = "The impact of early foreign language learning on language proficiency development from middle to high school",
abstract = "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{\textquoteright} on English proficiency remained stable for gender, L1, grades, cognitive abilities, and cultural capital.",
keywords = "Early foreign language learning, Learner characteristics, Linear mixed modeling, Receptive language skills",
author = "J{\"a}kel, {Nils Georg Martin} and Michael Schurig and {van Ackern}, Isabelle and Markus Ritter",
note = "Funding Information: This research was in part funded by the Mercator Stiftung . Publisher Copyright: {\textcopyright} 2022 The Author(s)",
year = "2022",
month = jun,
doi = "10.1016/j.system.2022.102763",
language = "English",
volume = "106",
journal = "System",
issn = "0346-251X",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - The impact of early foreign language learning on language proficiency development from middle to high school

AU - Jäkel, Nils Georg Martin

AU - Schurig, Michael

AU - van Ackern, Isabelle

AU - Ritter, Markus

N1 - Funding Information: This research was in part funded by the Mercator Stiftung . Publisher Copyright: © 2022 The Author(s)

PY - 2022/6

Y1 - 2022/6

N2 - 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.

AB - 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.

KW - Early foreign language learning

KW - Learner characteristics

KW - Linear mixed modeling

KW - Receptive language skills

U2 - 10.1016/j.system.2022.102763

DO - 10.1016/j.system.2022.102763

M3 - Journal article

AN - SCOPUS:85126118913

VL - 106

JO - System

JF - System

SN - 0346-251X

M1 - 102763

ER -

ID: 362228213