While CLIL programmes have been extensively researched for their impact on L2 learning outcomes, the relationship between young learners' L2 proficiency and subject knowledge has received less attention. This study aimed to address this research gap by examining the science content knowledge of two cohorts of Grade 5 students (n = 100) from two…

With the rapid implementation of early foreign language programmes in the state of North-Rhine-Westphalia, Germany, first for Grade 3 (ages 8-9 years) in 2003 and then from Grade 1 (ages 6-7 years) in 2008, primary school teachers had to adapt to teaching a foreign language in Grade 1 quickly. Teachers had little experience with language teaching…

The increasing number of students with German as a second language (GL2) poses a great challenge for schools. Previous studies showed that especially young learners with a migration background are lagging behind in the acquisition of second language (L2) literacy. Experiencing problem behaviors (PB) in addition, might pose even greater challenges.…

Oral language proficiency in kindergarten can facilitate the acquisition of reading and writing. However, in diglossic languages, like Arabic, the large gap between the spoken and the formal, modern standard (MSA) varieties of the language may restrict the benefits of oral language proficiency to subsequent literacy skills. Here, we tested, in a…

Purpose: Despite the unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states--where DLLs have not been historically served--empirical understanding of their language and literacy skills is scant. Drawing on scientific understandings of bilingual language acquisition, we compare monolingually scored and…

This paper examined to what extent causal explanation speaking tasks (CESTs) are cognitively appropriate for assessing young language learners' (YLLs) L2 speaking. Ninety-six YLLs (48 from Grade 4 and 6 each) in China performed two CESTs in both L1 (Chinese) and L2 (English). They also completed receptive and productive L2 vocabulary size tests.…

Canadian students enrolled in either French-immersion or English-instruction programs were followed from Grades 2 to 3 (M[subscript age] = 7.8 years to 8.9 years; N = 244; 55% girls). In each grade, students completed two mathematical tasks that required oral language processing (i.e., word-problem solving and number transcoding from dictation)…

Throughout Europe, there is a growing trend for students to start learning foreign languages at elementary school. Although policymakers expect early-start programs to boost second language skills, empirical findings are mixed; recent studies have raised many questions. In this large-scale study, we aimed to close some of these gaps. We examined…

With the growing popularity of early foreign language learning (EFLL) programmes in elementary schools, the transition to secondary school constitutes a crucial bridge. Ensuring a smooth transition that builds on students' L2 language proficiency and gradually shifts pedagogical approaches is key for long-term success. The present study examines…

This cross-sectional study investigated first (L1) and second (L2) language receptive and expressive vocabulary in a sample of 542 typically developing bilingual children of immigrants (age range 6-13), coming from six different L1 backgrounds in Norway. Results demonstrated that children's L1 and L2 vocabulary skills increased with age. From a…

Background: The educational context in South Africa does not always support the development of bilingualism to enable the cognitive and social advantages of dual language proficiency. The emphasis on English as the language of instruction overlooks bilingual competence. This study attempts to show that by considering conceptual vocabulary,…

This study investigated to what extent the Peabody Picture Vocabulary Test (PPVT-4) is a reliable tool for measuring vocabulary knowledge of English as a second language (L2), and to what extent L1 characteristics affect test outcomes. The PPVT-4 was administered to Dutch pupils in six different age groups (4-15 years old) who were or were not…

This study investigated the systematic and principled teaching of foreign language (FL) literacy in two young learner classrooms in England. Over the course of 23 weeks, two classes of 9-11 year olds (N = 45) learned spoken and written language through an integrated pedagogy. The underpinning rationale was to explore principled ways of teaching FL…

This contribution presents the preliminary findings from the TEPS study ("Teaching English in Primary Schools"). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education -- mostly English as a FL (EFL) -- in either year 1 or 3. Generally, this…

The lack of early identification, suboptimal language stimulation and limited remedial services in Sri Lanka for children who are deaf or hard-of-hearing place them at-risk of language delay. The reality for many preschool and primary school children entering formal education in Sri Lanka is a language delay in spoken language and/or sign language…