09 SES 14 B, Multilingualism and Education: Research on Factors Influencing Achievement in the Phase of Later Language Development
Multilingual forms of language acquisition have been a research field for many decades and numerous consequences have since then been applied within the area of education. However, large scale assessment studies called attention to the performance gap between pupils with and without a migration background. They also showed great variety across countries regarding educational disadvantages of migrant pupils (Schnepf 2007). Nonetheless, several research gaps persist, both in terms of methodological approaches of accessing and analysing data, as well as concerning content-related issues.
In terms of methodology, these large-scale international assessment studies provide useful information on the appropriateness of school systems for the group of multilingual speakers. The fact, however, that these rely on cross-sectional data brings along a number of restrictions with respect to uncovering the dynamic interplay and causal relations of relevant variables. Cross-sectional designed studies, comparing individuals of different age-cohorts at one point of measurement do not allow for inferences concerning intra-individual change over time, as age differences are confounded with cohort effects, for instance (Schrauf 2009). For empirical research that intends to explore individual development over time, a longitudinal design is required (Schrauf 2009). All three contributions of the proposed symposium thus derive from longitudinal designs, based on testing or observing one sample of individuals periodically over time.
Concerning content-related aspects, a second research gap has been repeatedly identified in the area of second language acquisition; investigation focused on later language development of multilingual speakers and possible cognitive factors influencing it (Nippold 2004, Nippold 2007, Tolchinsky 2004). Much research on language development has looked for exogenous factors possibly originating or reinforcing the above mentioned educational gap, such as interactional input, mechanisms of societal reproduction of inequality, structural aspects of educational systems. However, less efforts have been made in order to identify endogenous factors of cognitive nature as possible predictors for language performance and thus for school attainment. The paper from Gogolin & Duarte thus focuses on the role of working memory in predicting language development of multilingual adolescents in Germany. The contribution from van Gelderen, Trapman and Hulstijn emphasizes the role of linguistic and metacognitive knowledge and processing speed as predictors for performance in reading comprehension of mono- and bilinguals in a Dutch speaking context.
A further aspect in the study of later language development which has been rather neglected concerns the issue of multiple language acquisition of two second languages within multilingual university study programs. Growing globalisation movements have caused an intensification of multilingual study possibilities, mainly with English as one of its languages, but also with German, Spanish or French. However, the processes involved in this multiple language learning contexts and also their effectiveness in allowing high levels of language proficiency has not been studied from a longitudinal perspective. The third paper will thus emphasise the role of social networks for language proficiency in a context of multiple language learning.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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