Session Information
31 SES 11, Home Literacy Activities and (Academic) Language Skills as Predictors for the Educational Outcomes of Mono- and Multilinguals: A Longitudinal Perspective
Symposium
Contribution
This contribution builds on the first paper and presents findings on the development of the productive academic language skills in German of all three age cohorts of the LiMA Panel Study (Klinger et al. 2015). Specifically, the contribution aims at contrasting the average changes in the participants’ language skills with the individual patterns of change that were observed in different age and language groups, and investigates differences in the patterns of language change between mono- and multilinguals. The participants’ language skills were assessed by means the standardized instruments HAVAS 5 (used in the youngest cohort, Reich/Roth 2004), Tulpenbeet (11-year-olds, Reich/Roth/Gantefort 2008) and Bumerang (15-year-olds, Reich/Roth/Döll 2009). HAVAS 5 was designed to assess children’s oral language skills; the other tools were designed to assess the written academic language skills of the two older age groups. All three tools use a pictures sequence to elicit language production and capture several phenomena that are typical for second language acquisition. Each test provides an overall score of the participants’ language skills, which is composed of the scores the participants achieved in different language subdomains (e.g., task accomplishment, vocabulary and use of sentence connectors). In a first step, the study compares the average test scores the participants achieved at the first point of data collection with the scores they achieved in the second wave of the study, which was conducted about one year later. This comparison includes both changes in the overall test score as well as changes in the scores the participants achieved in different language subdomains. In a second step, the study investigates individual patterns of change both with respect to the overall test score and the scores that were achieved in the different language subdomains. The results point to an increase in the overall score from the first to the second wave of data collection in all three age groups, regarding both the overall score and the scores that were achieved in the different language subdomains. Further, the results point to variations in the extent to which the participants’ language skills increased both across different language subdomains and across mono- and multilinguals. The analysis of individual patterns of change further reveals that the scores of several participants strongly increased over time, while other students performed much worse at the second point of data collection. A focus of the presentation is to discuss of the methodological implications these findings have for the longitudinal measurement of productive language skills.
References
Reich, H.H., Roth, H.-J., & Döll, M. (2009): “Fast Catch Bumerang. Deutsche Sprachversion. Auswertungsbogen und Auswertungshinweise.“ In: Drorit Lengyel, Hans H. Reich, Hans-Joachim Roth, & Marion Döll (Eds.): Von der Sprachdiagnose zur Sprachförderung. Münster: Waxmann, S. 209-241. Reich, H.H., Roth, H.-J., & Gantefort, C. (2008): “Der Sturz ins Tulpenbeet. Deutsche Sprachversion. Auswertungsbogen und Auswertungshinweise.“ In: Thorsten Klinger, Knut Schwippert, & Birgit Leiblein (Eds.): Evaluation im Modellprogramm FÖRMIG. Münster: Waxmann, S. 209-237. Reich, H.H., Roth, H.-J. (2004): Hamburger Verfahren zur Analyse des Sprachstands Fünfjähriger - HAVAS 5. Landesinstitut für Lehrerbildung und Schulentwicklung Hamburg. Klinger, T., Duarte, J., Gogolin, I., Schnoor, B., & Trebbels, M. (2015). Sprachentwicklung im Kontext von Mehrsprachigkeit - Hypothesen, Methoden, Forschungsperspektiven. i.E.: Wiesbaden: VS Verlag.
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