Journalartikel

Jahr der Veröffentlichung: 2024

Zeitschrift: International Journal of Multilingualism

ISSN: 1479-0718

eISSN: 1747-7530

Open Access Status: Hybrid

DOI Link: https://doi.org/10.1080/14790718.2024.2345215

Verlag: Taylor and Francis Group

Abstract: 
A multilingual experience can be considered a significant asset. However, since the earliest studies in the field, research has reported mixed results regarding potential advantages such as increased cognitive ability and metalinguistic awareness. Moreover, studies investigating the influence of bilingualism/multilingualism on the acquisition of additional languages produced partially conflicting findings. This longitudinal study (three measurement time points within 1.5 years) investigates the impact of social, cognitive, and linguistic variables on English proficiency. We rely on data gathered from 374 unbalanced bilinguals (Russian-/Turkish-German), dominant in German, and 600 monolingual (German) students attending grades seven to ten in Germany. We use multiple linear regression models predicting English proficiency to track longitudinal changes. The results show that German reading proficiency and visual-spatial cognitive ability positively impact L2/L3 English C-test scores. In addition, the impact of heritage language proficiency is not statistically significant and language background did not bring about clear differences between the monolingual and bilingual cohorts per se. We conclude that there are differences between the Turkish-German students and their peers, but not between the monolinguals and Russian-German students. We discuss these findings in light of current teaching approaches prevailing in Germany's foreign language classrooms and perceptions of heritage languages in society.

Harvard-Zitierstil: Lorenz, E., Toprak-Yildiz, T. and Siemund, P. (2024) [SI 21/3] L3 English in the German secondary school context: longitudinal development of bilingual heritage speakers' multilingual repertoire, International Journal of Multilingualism. https://doi.org/10.1080/14790718.2024.2345215

APA-Zitierstil: Lorenz, E., Toprak-Yildiz, T., & Siemund, P. (2024). [SI 21/3] L3 English in the German secondary school context: longitudinal development of bilingual heritage speakers' multilingual repertoire. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2024.2345215