Steinlen A, Piske T (2025)
Publication Language: English
Publication Type: Journal article
Publication year: 2025
In Germany, the number of bilingual elementary schools, in which subjects are taught in a foreign language (FL), is on the rise. While previous research highlights advantages for typically developing students in such programs, little is known about at-risk learners, including those with reading difficulties (RD), affecting 5-10% of all German school children. This exploratory study investigates FL English abilities in 359 Year 4 elementary school students by comparing minority (L2) and majority language (L1) students with and without RD in a partial immersion (IM) and a regular (EFL) program. Students with RD (n = 95) were identified through a standardized German reading test and cognitive tests. Results showed no impact of language background on English tests, but teaching program was identified as a significant predictor, with IM students outperforming EFL peers, irrespective of RD. These preliminary findings indicate that students with RD may benefit from IM programs, possibly due to increased literacy activities.
APA:
Steinlen, A., & Piske, T. (2025). Majority and minority language elementary school children with and without reading difficulties in a regular foreign language and an immersion program. An exploratory study. Journal of Immersion and Content-Based Language Education. https://doi.org/10.1075/jicb.24002.ste
MLA:
Steinlen, Anja, and Thorsten Piske. "Majority and minority language elementary school children with and without reading difficulties in a regular foreign language and an immersion program. An exploratory study." Journal of Immersion and Content-Based Language Education (2025).
BibTeX: Download