Exploring Cross-Language Transfer among Children in Multilingual Education: A Longitudinal Study in Luxembourg
Saved in:
| Title: | Exploring Cross-Language Transfer among Children in Multilingual Education: A Longitudinal Study in Luxembourg |
|---|---|
| Language: | English |
| Authors: | Cyril Wealer (ORCID |
| Source: | International Journal of Bilingual Education and Bilingualism. 2025 28(4):415-430. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 |
| Descriptors: | Foreign Countries, German, Indo European Languages, Bilingual Students, Longitudinal Studies, Preschool Children, Kindergarten, Grade 1, Grade 2, Language Proficiency, Educational Practices, Bilingual Education, Second Language Learning, Elementary Education, Second Language Instruction, Language of Instruction, Native Language |
| Geographic Terms: | Luxembourg |
| DOI: | 10.1080/13670050.2024.2433143 |
| ISSN: | 1367-0050 1747-7522 |
| Abstract: | This longitudinal study explores cross-language transfer among children attending multilingual public schools in Luxembourg, where Luxembourgish is the instruction language in preschool and German the language of instruction in elementary school. Following 132 children from preschool (age 5) to grade 2 (age 7), annual assessments were conducted to evaluate their vocabulary proficiency in both Luxembourgish and German. Bilingual learners were systematically classified based on theoretically motivated criteria, encompassing home language background and Luxembourgish language proficiency. Longitudinal analyses were carried out employing linear mixed models and multigroup path modeling, targeting both monolinguals and various groups of bilingual learners. The results provide robust support for the presence of cross-language transfer between Luxembourgish and German. Notably, Luxembourgish vocabulary proficiency in preschool emerged as a significant predictor of subsequent German proficiency for both monolingual and bilingual learners. Furthermore, bilingual learners with lower Luxembourgish vocabulary in preschool exhibited compromised German vocabulary in elementary school. These findings underscore the importance of cross-language transfer theories and their implications for multilingual education practices in Luxembourg. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489873 |
| Database: | ERIC |
Be the first to leave a comment!
