Bilingual practices for text comprehension and production (BiPra-Text)

• Applicant: Dr. Martin Schastak
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: since 2024
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 538439732

The proposed study compares monolingual and bilingual learning environments with n=120 multilingual, German-English schooled students in immersion and dual-language programs in fourth and fifth grade using a mixed methods explanatory sequential design. The participants first listen to and then read the same story. Afterwards, they retell the story by writing it down and answer questions focusing on text comprehension. In the monolingual conditions, all activities are conducted in German or English, whereas in the bilingual conditions, languages are successively alternated. It is assumed that the succesive alternation of languages in the bilingual conditions compared to the monolingual conditions lead to better text production and comprehension performance as well as increased cognitive activation (H1), produce positive motivational and affective effects (H2), although the assumed effects of H1 and H2 are moderated by language competence and attitudes towards multilingualism, respectively (H3). In addition, the praticipants' implementation of bilingual practices in the bilingual conditions and their subjective theories attributed to the bilingual learning environment (RQ1) will be examined.

• DFG Programme: Research Grants