Learning in Two Languages-Reference-Cited by-同舟云学术

Learning in Two Languages

Published:2023-02-06 Issue: Volume: Page:208-236
ISSN:2329-5929
Container-title:Advances in Early Childhood and K-12 Education
language:
Short-container-title:

Author:

Böttger Heiner¹^ORCID,Müller Tanja¹

Affiliation:

1. Catholic University of Eichstätt-Ingolstadt, Germany

Abstract

In the school years 2015/2016 and 2018/2019, the authors accompanied and evaluated 21 public elementary schools in Bavaria, Germany, in a research collaboration with the Bildungspakt Bayern Foundation about bilingual (German/English) instruction in German elementary schools. The goal was to investigate how high the potential of implicit teaching and learning in a bilingual primary context is. Altogether, over 900 students, parents, and 42 teachers participated in the empirical long-term study (over 5 years) Learning in Two Languages –Bilingual Elementary School English. The findings not only show that students taught in the bilingual classes have a foreign language advantage and perform at least as well in mathematics and German as students in regular classes do, but also that they have a very positive attitude towards learning English in elementary school. These findings, the study, and its theoretical background are aimed to be portrayed in short in this chapter.

Publisher

IGI Global

Reference43 articles.

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