L3 English in the German secondary school context: longitudinal development of bilingual heritage speakers’ multilingual repertoire-Reference-Cited by-同舟云学术

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L3 English in the German secondary school context: longitudinal development of bilingual heritage speakers’ multilingual repertoire

Published:2024-05-09 Issue: Volume: Page:1-22
ISSN:1479-0718
Container-title:International Journal of Multilingualism
language:en
Short-container-title:International Journal of Multilingualism

Author:

Lorenz Eliane¹^ORCID,Toprak-Yildiz Tugba Elif²^ORCID,Siemund Peter³^ORCID

Affiliation:

1. Department of English, Justus Liebig University Giessen, Giessen, Germany

2. Department of English Language & Literature, Izmir Democracy University, Izmir, Turkey

3. Institute of English and American Studies, University of Hamburg, Hamburg, Germany

Funder

Bundesministerium für Bildung und Forschung

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/14790718.2024.2345215

Reference58 articles.

1. The impact of bilingualism on the acquisition of an additional language: Evidence from lexical knowledge, lexical fluency, and (lexical) cross-linguistic influence

2. The role of the teacher in heritage language maintenance courses in Finland

3. Berthele, R., & Udry, I. (Eds.). (2021). Individual differences in early instructed language learning: The role of language aptitude, cognition, and motivation. Language Science Press.

4. Multilingual boost vs. cognitive abilities: testing two theories of multilingual language learning in a primary school context

5. What would disprove interdependence? Lessons learned from a study on biliteracy in Portuguese heritage language speakers in Switzerland

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