Two-way immersion promotes additional language learning: performance of bilingual sixth-grade students in English as a third language

• Sandra Preusler ^[1] ; Johanna Fleckenstein ^[2] ; Steffen Zitzmann ^[3] ; Jürgen Baumert ^[4] ; Jens Möller ^[1]
  1. [1] Kiel University

     Kiel University

     Kreisfreie Stadt Kiel, Alemania

     
  2. [2] Leibniz Institute for Science and Mathematics Education

     Leibniz Institute for Science and Mathematics Education

     Kreisfreie Stadt Kiel, Alemania

     
  3. [3] University of Tübingen

     University of Tübingen

     Landkreis Tübingen, Alemania

     
  4. [4] Max Planck Institute for Human Development

     Max Planck Institute for Human Development

     Berlin, Stadt, Alemania

     

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• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 27, Nº. 7, 2024, págs. 910-922
• Idioma: inglés
• DOI: 10.1080/13670050.2024.2307436
• Texto completo no disponible (Saber más ...)
• Resumen

  • Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguistic Awareness. At the State Europe School in Berlin, students from different language backgrounds receive instruction in German and a partner language according to two-way immersion (TWI). It is unclear how this bilingual instruction affects the acquisition of a third language. We examined the English proficiency of N = 656 TWI sixth-grade students and N = 739 mainstream students via a C-test. Multiple regression analyses revealed that TWI students exhibited higher English proficiency than mainstream students despite having received less English instruction. The results showed additional effects of German- and partner-language reading skills. The findings support the assumption of TWI programs that the use of two languages of instruction fosters third language acquisition.