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الاستماع والقراءة

This volume examines interactions between second/foreign language acquisition and the development of cognitive abilities in learners who acquire an additional language in preschools, primary or secondary schools. The chapters explore possible links between cognitive and linguistic skills displayed by multilingual learners. This book should appeal to different kinds of readers such as linguists, psychologists and language teachers.

Narr Francke Attempto Verlag

Multilingualism and Language Teaching

Cognition and Second Language Acquisition: Studies on pre-school, primary school and secondary school children

Cordula Glass

Approaching collocations from a usage-based perspective, this study investigates how the development of collocational proficiency in first and second language attainment could be explained. Against the background of recent approaches in cognitive linguistics such as construction grammar and Complex Adaptive Systems it argues that collocations should not be regarded as idiosyncratic phraseological items, which, depending on their degree of fixedness and semantic opaqueness, can be classified along a gradient of idiomaticity. Thus, this study regards collocations as dynamic linguistic phenomena, which could be seen as subject to constant change rather than more or less static combinations with an additional level of syntagmatic and paradigmatic restrictions. 

Furthermore it explores how creative changes and alternations of collocations can be used to learn more about a speakers cognitive processing of these phraseological phenomena and how this process might be influenced by language external factors such as age, education or context.

Collocations, Creativity and Constructions: A Usage-based Study of Collocations in Language Attainment

Anja Steinlen

An increasing number of multilingual students, often with a migration background, are attending elementary schools in Germany these days. Also on the rise is the number of schools offering a bilingual program, where content subjects such as science and mathematics are taught in a foreign language. 

This book explores minority and majority language students' German and English reading and writing skills in elementary schools which offer either regular English-as-subject lessons or bilingual programs with varying degrees of English intensity. The focus is on effects of foreign language input intensity with respect to students' language background, gender, cognitive abilities, and socio-economic background. This book also provides recommendations for English reading and writing activities in the elementary school classroom.

English in Elementary Schools: Research and Implications on Minority and Majority Language Children's Reading and Writing Skills in Regular and Bilingual Programs

Ruth Trüb

This book presents a research study investigating young foreign language learners' ability to compose communicative texts in English. It reviews current research on young learners' EFL writing, reports on the learners' EFL writing competence, describes text quality at different CEFR language levels, and discusses current teaching practices and the learners' perception of EFL writing.