Nine partner languages, one path: Minority language reading proficiency development among German two-way immersion students

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-11-06 DOI:10.1016/j.learninstruc.2024.102047

Sandra Preusler , Steffen Zitzmann , Jürgen Baumert , Jens Möller

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Abstract

Background

At the State Europe School of Berlin (SESB) students with different language backgrounds learn together in two languages of instruction: German and one of nine partner languages (English, French, Greek, Italian, Polish, Portuguese, Russian, Spanish, and Turkish).

Aims

This study investigates the reading proficiency trajectories in the minority or partner language among students in a two-way immersion (TWI) program.

Sample

Participants were 977 TWI students.

Methods

The study included longitudinal large-scale assessments in Grades 4 to 6. Latent growth curve models were utilized for analysis.

Results

The analyses revealed significant progress in partner language reading skills across all language combinations. However, notable differences in initial proficiency levels and developmental trajectories were observed between partner languages, even after controlling for background variables such as socioeconomic status and cognitive abilities. Furthermore, the results demonstrate that students' initial German reading proficiency positively influenced their reading proficiency in the partner language.

Conclusions

Overall, the study demonstrates the effectiveness of the TWI program in promoting partner language proficiency development in TWI programs, particularly within the unique context of a diverse linguistic environment. This research provides valuable insights into how students develop reading skills in a multilingual environment.

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九种伙伴语言，一条道路：德语双向沉浸式学习学生的少数民族语言阅读能力发展

背景在柏林国立欧洲学校（SESB），不同语言背景的学生共同学习两种教学语言：德语和九种伙伴语言之一（英语、法语、希腊语、意大利语、波兰语、葡萄牙语、俄语、西班牙语、土耳其语）：本研究调查了双向沉浸（TWI）项目中学生的少数民族语言或伙伴语言的阅读能力轨迹。结果分析表明，在所有语言组合中，学生的伙伴语言阅读能力都有显著提高。然而，即使在控制了社会经济地位和认知能力等背景变量后，不同伙伴语言之间的初始熟练程度和发展轨迹仍存在明显差异。此外，研究结果表明，学生最初的德语阅读能力对他们的伙伴语言阅读能力有积极影响。结论总的来说，这项研究证明了双语教学项目在促进双语教学项目中伙伴语言能力发展方面的有效性，特别是在多元化语言环境的独特背景下。这项研究为学生如何在多语言环境中发展阅读能力提供了宝贵的见解。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.