NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Sierens, Sven; Van Gorp, Koen; Slembrouck, Stef; Van Avermaet, Piet – Language Learning, 2021
This study aimed to test three competing hypotheses concerning the strength of the cross-language relationship in listening comprehension proficiency in emergent bilinguals: Cummins's developmental linguistic interdependence hypothesis, Proctor, August, Snow, and Barr's interdependence continuum hypothesis, and Goodrich, Lonigan, Kleuver, and…
Descriptors: Turkish, Indo European Languages, Listening Comprehension, Language Proficiency
Peer reviewed Peer reviewed
Direct linkDirect link
Woumans, Evy; Surmont, Jill; Struys, Esli; Duyck, Wouter – Language Learning, 2016
Throughout the past century, the effects of bilingualism on general cognition have been extensively explored. Studies evolved from a negative to a more positive perspective, but longitudinal assessments of effects of bilingualism are scarce. This study investigated the long-term effect of becoming a bilingual on the development of general…
Descriptors: Kindergarten, Bilingualism, French, Socioeconomic Status
Peer reviewed Peer reviewed
Direct linkDirect link
Bergström, Kirstin; Klatte, Maria; Steinbrink, Claudia; Lachmann, Thomas – Language Learning, 2016
This study investigated first (L1) and second (L2) language acquisition in two age-matched groups of 2- to 6-year-old kindergarten children over the course of 2.5 years. The immersion group participated in a partial English immersion program whereas the conventional instruction group received a conventional L2 course (30 minutes per week); the…
Descriptors: German, Second Language Learning, Language Acquisition, Matched Groups
Peer reviewed Peer reviewed
Direct linkDirect link
Schleppegrell, Mary J. – Language Learning, 2013
Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. These perspectives suggest new ways of conceptualizing the challenges faced by children…
Descriptors: Language Acquisition, Role Perception, Academic Discourse, English Language Learners