Unterricht in den Herkunftssprachen Russisch und Polnisch –Einstellungen und Effekte. Konstruktion und Operationalisierung lebensweltlicher Ein- und Mehrsprachigkeit im Rahmen des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ) (MEZ Arbeitspapier Nr. New York: Wiley & Sons.īrandt, H., Dünkel, N., & Heimler, J. Education, opportunity, and social inequality: Changing prospects in western society. Issues in the comparative measurement of political democracy. Zeitschrift Für Erziehungswissenschaft (ZfE), 17(3), 433–446.īollen, K. Language experience changes language and cognitive ability. The bilingual adaptation: How minds accommodate experience. Wiesbaden: VS Verlag für Sozialwissenschaften.īialystok, E. Neumann (Eds.), Streitfall Zweisprachigkeit - the bilingualism controversy (1st ed., pp. Effects of bilingualism on cognitive and linguistic performance across the lifespan. New York: Cambridge University Press.īialystok, E. Bilingualism in development: Language, literacy, and cognition. Kreckel (Ed.), Soziale Ungleichheiten (pp. Ökonomisches Kapital, kulturelles Kapital, soziales Kapital. Early Childhood Research Quarterly, 29(4), 699–714.īourdieu, P. The cognitive development of young dual language learners: A critical review. Keywordsīarac, R., Bialystok, E., Castro, D. Our results point to the occurrence of, at most, minor group-specific and nonpermanent effects of bilingualism on foreign language learning at school in Germany. Our analyses include controls of background variables as well as writing skills in the heritage and majority languages. Based on data from four waves of the German study “Multilingual Development: A Longitudinal Perspective (MEZ)”, we analyze the writing of German-Russian and German-Turkish bilingual adolescents in English as a foreign language compared to a monolingual reference group. To address this research gap, our study examines whether bilingual adolescents may have advantages over their monolingual counterparts in developing writing skills in English as a foreign language. Corresponding longitudinal research on multilingual writing skills in adolescence is completely lacking. Studies on potential bilingual advantages for writing in foreign language learning are still scarce. Overall, these findings come from research that focused primarily on reading or indicators of general language proficiency. The results of various studies range from none to partial or conditional confirmation of the assumption of bilingual advantages in this respect. Evidence of a “bilingual advantage” in adolescents’ learning of foreign languages is far from conclusive.
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