Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar

Abstract

This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged in self-study activities involving aspects of Spanish grammar. The activities incorporated thematic content and metalanguage based on the grammar, punctuation and spelling exam (GPS), a national English grammar test taken at the end of primary education. A control group of 42 children engaged in self-study activities with no focus on grammar. L1 English grammar knowledge pre- and post-intervention was assessed using GPS scores. At post-test, a small, non-significant positive effect on attainment in L1 English grammar was observed. Although preliminary and involving only a small effect, the results are promising, showing that engagement with Spanish grammar activities might lead to better performance on English grammar. These findings are consistent with recent research which has established that the cognitive maturity required to develop and deploy metalinguistic awareness is present in children at a younger age than previously assumed.

RESUMEN

En esta investigación se exploraron los efectos de las actividades de aprendizaje que alentaron la influencia interlingüística positiva del español como L2 al inglés como L1 en aprendices jóvenes. Los aprendices estudiaban el español como idioma extranjero obligatorio en una escuela primaria pública inglesa. Como parte de diez clases de español programadas en un período de seis meses, 40 alumnos entre los 10 y 11 años se dedicaron a actividades de auto aprendizaje que trataban aspectos de gramática española. Dichas actividades incorporaban contenido temático y metalenguaje basado en el GPS (Grammar, Punctuation and Spelling), un examen de gramática inglesa que se presenta al finalizar la educación primaria. Durante estas sesiones, un grupo de control de 42 niños participó en actividades de autoaprendizaje que no se centraron en la gramática. Se evaluó el conocimiento gramatical de L1 antes y después de la intervención usando el puntaje del GPS. En una prueba posterior, se observó un efecto pequeño no significativo en su desempeño en la gramática del inglés. Los resultados, aunque preliminares y con un efecto pequeño, son prometedores y muestran que la participación en actividades de gramática española podría conducir a un mejor desempeño en gramática inglesa. Estos resultados son consistentes con los estudios recientes que han establecido que la madurez cognitiva requerida para desarrollar y hacer uso de una conciencia metalingüística está presente en niños a menor edad de la que se suponía con anterioridad.

PLAIN LANGUAGE SUMMARY

Research has shown that the structure of a person’s first language (L1) can shape their second language (L2) knowledge; but not much work has been done the other way round. Our study explored L2-to-L1 influence in the context of a Spanish L2 class in a primary school in the UK, where children have to take a national English grammar test (the ‘GPS’). We wanted to know whether children’s explicit study of Spanish grammar might be associated with enhanced knowledge of English grammar. To test this, we designed self-study activities on Spanish grammar which used similar terms and concepts to those covered in English grammar classes. Forty pupils aged 10-11 did the activities as part of their regular Spanish classes (the ‘experimental group’). We matched this group with 42 pupils who spent the time on reading and vocabulary activities (the ‘control group’). In order to detect any effect of the Spanish grammar activities on pupils’ English grammar knowledge, we examined their GPS scores before and after the activities and compared them with those of the control group. We found that after doing the activities, the experimental group performed better on the GPS than the control group. We interpreted this as preliminary evidence that children at this age might be able to use grammatical knowledge from their L2 to understand the grammar of their L1. It is possible that our findings could be due to differences between the groups which we did not control. More research on this important topic is needed.

Keywords:

• crosslinguistic influence
• foreign language learning
• language awareness
• literacy development
• L1 grammar
• young learners

Acknowledgements

We are very grateful to the staff and students at the school for their part in the project and to Kate Saunders for her valuable contribution to the design and execution of the study.

Disclosure statement

The authors report there are no competing interests to declare.

Additional information

Notes on contributors

Marion Martínez

Marion Martínez is an independent scholar and experienced Spanish teacher. She holds an MA in TESOL from the University of Leeds and a BA in German from Goldsmiths’ College University of London. Her areas of interest are primary languages and educational policy.

Leesa Clarke

Leesa Clarke is a Senior Lecturer in Languages and Linguistics at York St John University. She has a PhD in psychology from the University of York and she has a broad interest in typical and atypical language and literacy development. Her current research is looking at reading motivation and its impact on reading comprehension, the effects of online learning in schoolchildren with SEND, and fostering engagement in Higher Education amongst students post-pandemic.

Lorna Hamilton

Lorna Hamilton is an Associate Professor of Psychology at York St John University. Her research investigates language and literacy development in children, with a focus on the role of ‘book language’ and reading for pleasure in the development of oral language, reading skills and social cognition. A second strand of research explores the ways in which educational settings can inhibit or facilitate inclusion of neurodivergent children and young people. She is currently Associate Head of School in the School of Education, Language and Psychology at York St John.

Christopher J. Hall

Christopher J. Hall is Professor of Applied Linguistics at York St John University. During twenty years in Mexico, he conducted extensive research on crosslinguistic influence in L2 and L3 lexical development, involving L1 Spanish learners of English, French, and German. Since his return to the UK fifteen years ago, he has shifted his attention to the broader social and cognitive status of non-native Englishes, approaching the issues from the perspectives of Usage-Based Linguistics and Global Englishes.