Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills

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Standard

Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills. / Jaekel, Nils; Ritter, Markus; Jaekel, Julia.

I: Studies in Second Language Acquisition, Bind 45, 05.06.2023, s. 1287–1309.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Jaekel, N, Ritter, M & Jaekel, J 2023, 'Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills', Studies in Second Language Acquisition, bind 45, s. 1287–1309. https://doi.org/10.1017/s0272263123000268

APA

Jaekel, N., Ritter, M., & Jaekel, J. (2023). Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills. Studies in Second Language Acquisition, 45, 1287–1309. https://doi.org/10.1017/s0272263123000268

Vancouver

Jaekel N, Ritter M, Jaekel J. Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills. Studies in Second Language Acquisition. 2023 jun. 5;45: 1287–1309. https://doi.org/10.1017/s0272263123000268

Author

Jaekel, Nils ; Ritter, Markus ; Jaekel, Julia. / Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills. I: Studies in Second Language Acquisition. 2023 ; Bind 45. s. 1287–1309.

Bibtex

@article{4f363b47a5d948c085b5138527ee055d,
title = "Associations of students{\textquoteright} linguistic distance to the language of instruction and classroom composition with English reading and listening skills",
abstract = "Globally classrooms are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as binary variables: native versus non-native. Linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education. This study investigated associations of cognate LDs of students{\textquoteright} home languages and classroom heterogeneity with English as a Foreign Language skills. Data were collected from a diverse sample of 5,130 Year 5 students in Germany. Mixed-effects linear models confirmed our hypotheses that higher individual LDs and a higher proportion of multilingual learners per classroom were both independently associated with lower English proficiency. Multilingual learners with higher cognate LDs to English and students in more linguistically heterogeneous classrooms had lower English proficiency. The results emphasize the need to assess LD in research to better differentiate between students. Foreign language classrooms seem not to address linguistic diversity adequately and need to readjust their focus to better meet multilingual learners{\textquoteright} needs.",
author = "Nils Jaekel and Markus Ritter and Julia Jaekel",
year = "2023",
month = jun,
day = "5",
doi = "10.1017/s0272263123000268",
language = "English",
volume = "45",
pages = " 1287–1309",
journal = "Studies in Second Language Acquisition",
issn = "0272-2631",
publisher = "Cambridge University Press",

}

RIS

TY - JOUR

T1 - Associations of students’ linguistic distance to the language of instruction and classroom composition with English reading and listening skills

AU - Jaekel, Nils

AU - Ritter, Markus

AU - Jaekel, Julia

PY - 2023/6/5

Y1 - 2023/6/5

N2 - Globally classrooms are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as binary variables: native versus non-native. Linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education. This study investigated associations of cognate LDs of students’ home languages and classroom heterogeneity with English as a Foreign Language skills. Data were collected from a diverse sample of 5,130 Year 5 students in Germany. Mixed-effects linear models confirmed our hypotheses that higher individual LDs and a higher proportion of multilingual learners per classroom were both independently associated with lower English proficiency. Multilingual learners with higher cognate LDs to English and students in more linguistically heterogeneous classrooms had lower English proficiency. The results emphasize the need to assess LD in research to better differentiate between students. Foreign language classrooms seem not to address linguistic diversity adequately and need to readjust their focus to better meet multilingual learners’ needs.

AB - Globally classrooms are increasingly linguistically diverse. Research often oversimplifies lived linguistic heterogeneity as binary variables: native versus non-native. Linguistic distance (LD) measures allow a fine-grained operationalization of linguistic diversity in foreign language education. This study investigated associations of cognate LDs of students’ home languages and classroom heterogeneity with English as a Foreign Language skills. Data were collected from a diverse sample of 5,130 Year 5 students in Germany. Mixed-effects linear models confirmed our hypotheses that higher individual LDs and a higher proportion of multilingual learners per classroom were both independently associated with lower English proficiency. Multilingual learners with higher cognate LDs to English and students in more linguistically heterogeneous classrooms had lower English proficiency. The results emphasize the need to assess LD in research to better differentiate between students. Foreign language classrooms seem not to address linguistic diversity adequately and need to readjust their focus to better meet multilingual learners’ needs.

U2 - 10.1017/s0272263123000268

DO - 10.1017/s0272263123000268

M3 - Journal article

VL - 45

SP - 1287

EP - 1309

JO - Studies in Second Language Acquisition

JF - Studies in Second Language Acquisition

SN - 0272-2631

ER -

ID: 361710763