Majority and minority language elementary school children with and without reading difficulties in a regular foreign language and an immersion program: An exploratory study

• Autores: Anja Steinlen, Thorsten Piske
• Localización: Journal of immersion and content-based language education, ISSN 2212-8433, Vol. 13, Nº. 1, 2025, págs. 31-54
• Idioma: inglés
• DOI: 10.1075/jicb.24002.ste
• Texto completo no disponible (Saber más ...)
• Resumen

  • In Germany, the number of bilingual elementary schools, in which subjects are taught in a foreign language (FL), is on the rise. While previous research highlights advantages for typically developing students in such programs, little is known about at-risk learners, including those with reading difficulties (RD), affecting 5–10% of all German school children. This exploratory study investigates FL English abilities in 359 Year 4 elementary school students by comparing minority (L2) and majority language (L1) students with and without RD in a partial immersion (IM) and a regular (EFL) program. Students with RD (n = 95) were identified through a standardized German reading test and cognitive tests. Results showed no impact of language background on English tests, but teaching program was identified as a significant predictor, with IM students outperforming EFL peers, irrespective of RD. These preliminary findings indicate that students with RD may benefit from IM programs, possibly due to increased literacy activities.

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