Investigating the effects of linguistic distance on German and English reading and mathematics among fifth-graders in Germany
Jaekel, Nils; Schurig, Michael; Schwinning, Sandra; Ferencik-Lehmkuhl, Daria; Ritter, Markus (2024-09-26)
Elsevier
26.09.2024
Jaekel, N., Schurig, M., Schwinning, S., Ferencik-Lehmkuhl, D., & Ritter, M. (2024). Investigating the effects of linguistic distance on German and English reading and mathematics among fifth-graders in Germany. Learning and Individual Differences, 116, 102556. https://doi.org/10.1016/j.lindif.2024.102556
https://creativecommons.org/licenses/by/4.0/
© 2024 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ ).
https://creativecommons.org/licenses/by/4.0/
© 2024 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ ).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202410016131
https://urn.fi/URN:NBN:fi:oulu-202410016131
Tiivistelmä
Abstract
Multilingual classrooms are becoming more common around the globe following increased migration and mobility. Multilingual learners have to overcome potential language barriers across the curriculum as the majority language remains the point of reference for learners across subjects. Analytically, multilingualism is often mapped in terms of categories (L1/L2), but a linguistic distance can provide additional information for teaching practice. Little research has considered the impact of linguistic distances from students' L1s to the language of instruction and foreign languages, particularly in immigrant language contexts.
This study investigates how linguistic distances affect German L1 speakers and multilingual learners' (Lx) (N = 3,307) attainment of German reading, English reading, and Mathematics in grade 5. We used mixed-effects models to examine the role of linguistic distance while rigorously controlling for individual learner characteristics focused on language and students' socioeconomic status, including sex, multilingual status, born abroad, cultural capital, own room, own computer, and household income.
Results suggest that lexical linguistic distance is a significant factor in predicting German and English reading scores as well as Mathematics achievement. Pedagogical implications and considerations to bridge linguistic distances are discussed.
Multilingual classrooms are becoming more common around the globe following increased migration and mobility. Multilingual learners have to overcome potential language barriers across the curriculum as the majority language remains the point of reference for learners across subjects. Analytically, multilingualism is often mapped in terms of categories (L1/L2), but a linguistic distance can provide additional information for teaching practice. Little research has considered the impact of linguistic distances from students' L1s to the language of instruction and foreign languages, particularly in immigrant language contexts.
This study investigates how linguistic distances affect German L1 speakers and multilingual learners' (Lx) (N = 3,307) attainment of German reading, English reading, and Mathematics in grade 5. We used mixed-effects models to examine the role of linguistic distance while rigorously controlling for individual learner characteristics focused on language and students' socioeconomic status, including sex, multilingual status, born abroad, cultural capital, own room, own computer, and household income.
Results suggest that lexical linguistic distance is a significant factor in predicting German and English reading scores as well as Mathematics achievement. Pedagogical implications and considerations to bridge linguistic distances are discussed.
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