Two-way immersion promotes additional language learning: performance of bilingual sixth-grade students in English as a third language

ABSTRACT

Multilingualism is often associated with advantages for acquiring additional languages. Theoretical approaches explain these advantages by assuming a Common Underlying Proficiency or a Metalinguistic Awareness. At the State Europe School in Berlin, students from different language backgrounds receive instruction in German and a partner language according to two-way immersion (TWI). It is unclear how this bilingual instruction affects the acquisition of a third language. We examined the English proficiency of N = 656 TWI sixth-grade students and N = 739 mainstream students via a C-test. Multiple regression analyses revealed that TWI students exhibited higher English proficiency than mainstream students despite having received less English instruction. The results showed additional effects of German- and partner-language reading skills. The findings support the assumption of TWI programs that the use of two languages of instruction fosters third language acquisition.

KEYWORDS:

• Third-language acquisition
• bilingualism
• two-way immersion
• foreign language learning
• multilingualism

Acknowledgments

We have no conflicts of interest to disclose. This study is a part of the ‘Europe study’, funded by the Senate of Berlin and the Stiftung Mercator.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Senate of Berlin and the Stiftung Mercator.

Notes on contributors

Sandra Preusler

Sandra Preusler is a postdoctoral researcher interested in bilingual education, language proficiency, and assessing student achievement. She is currently working on the EUROPE study, the evaluation of a two-way immersive school in Berlin.

Johanna Fleckenstein

Johanna Fleckenstein is an assistant professor interested in adaptivity and feedback.

Steffen Zitzmann

Steffen Zitzmann is an assistant professor interested in Bayesian statistics, multilevel analysis, structural equation modeling, meta-analysis, and the analysis of quasi-experiments.

Jürgen Baumert

Jürgen Baumert is Director Emeritus at the Max Planck Institute for Human Development, Berlin, and an honorary professor. His research interests are individual development in institutional contexts, teaching and learning, and pedagogical professionalism.

Jens Möller

Jens Möller is a professor of psychology. His research focuses on motivational psychology, bilingual learning, and the professional competencies of teachers and student teachers.