Plurilingual students' English proficiency: A study of Danish elementary school students' L3 proficiency

Publikation: Bog/antologi/afhandling/rapportPh.d.-afhandling

Standard

Plurilingual students' English proficiency : A study of Danish elementary school students' L3 proficiency. / Jalal, Rawand Samal.

København : Det Humanistiske Fakultet, Københavns Universitet, 2019. 285 s.

Publikation: Bog/antologi/afhandling/rapportPh.d.-afhandling

Harvard

Jalal, RS 2019, Plurilingual students' English proficiency: A study of Danish elementary school students' L3 proficiency. Det Humanistiske Fakultet, Københavns Universitet, København.

APA

Jalal, R. S. (2019). Plurilingual students' English proficiency: A study of Danish elementary school students' L3 proficiency. Det Humanistiske Fakultet, Københavns Universitet.

Vancouver

Jalal RS. Plurilingual students' English proficiency: A study of Danish elementary school students' L3 proficiency. København: Det Humanistiske Fakultet, Københavns Universitet, 2019. 285 s.

Author

Jalal, Rawand Samal. / Plurilingual students' English proficiency : A study of Danish elementary school students' L3 proficiency. København : Det Humanistiske Fakultet, Københavns Universitet, 2019. 285 s.

Bibtex

@phdthesis{9255a9839dab4fe48677e525564f30b8,
title = "Plurilingual students' English proficiency: A study of Danish elementary school students' L3 proficiency",
abstract = "While many studies globally demonstrate the overall advantage of bilingualism - in particular interms of third language acquisition – these findings are not repeated in Danish schools where bilingualism is often considered a disadvantage. However, third language acquisition has never been studied in the Danish context. Thus, this study investigated plurilingual students{\textquoteright} English proficiency skills (their L3) relative to their monolingual peers{\textquoteright} English proficiency skills in the context of Denmark. The participants were ninth graders from nine different schools in the greater Copenhagen area. The initial results revealed that the monolinguals outperformed the plurilinguals on their general English proficiency skills with huge differences within the plurilingual group. Subsequently, a qualitative investigation was carried out in order to understand these results; here the findings suggest that a multi-dimensional approach is called for, including the students{\textquoteright} response to language teaching practices",
author = "Jalal, {Rawand Samal}",
year = "2019",
month = oct,
language = "English",
publisher = "Det Humanistiske Fakultet, K{\o}benhavns Universitet",
address = "Denmark",

}

RIS

TY - BOOK

T1 - Plurilingual students' English proficiency

T2 - A study of Danish elementary school students' L3 proficiency

AU - Jalal, Rawand Samal

PY - 2019/10

Y1 - 2019/10

N2 - While many studies globally demonstrate the overall advantage of bilingualism - in particular interms of third language acquisition – these findings are not repeated in Danish schools where bilingualism is often considered a disadvantage. However, third language acquisition has never been studied in the Danish context. Thus, this study investigated plurilingual students’ English proficiency skills (their L3) relative to their monolingual peers’ English proficiency skills in the context of Denmark. The participants were ninth graders from nine different schools in the greater Copenhagen area. The initial results revealed that the monolinguals outperformed the plurilinguals on their general English proficiency skills with huge differences within the plurilingual group. Subsequently, a qualitative investigation was carried out in order to understand these results; here the findings suggest that a multi-dimensional approach is called for, including the students’ response to language teaching practices

AB - While many studies globally demonstrate the overall advantage of bilingualism - in particular interms of third language acquisition – these findings are not repeated in Danish schools where bilingualism is often considered a disadvantage. However, third language acquisition has never been studied in the Danish context. Thus, this study investigated plurilingual students’ English proficiency skills (their L3) relative to their monolingual peers’ English proficiency skills in the context of Denmark. The participants were ninth graders from nine different schools in the greater Copenhagen area. The initial results revealed that the monolinguals outperformed the plurilinguals on their general English proficiency skills with huge differences within the plurilingual group. Subsequently, a qualitative investigation was carried out in order to understand these results; here the findings suggest that a multi-dimensional approach is called for, including the students’ response to language teaching practices

M3 - Ph.D. thesis

BT - Plurilingual students' English proficiency

PB - Det Humanistiske Fakultet, Københavns Universitet

CY - København

ER -

ID: 229375242