LEADER 02286nam 22004213a 450 001 9910563097503321 005 20240611161952.0 024 8 $ahttps://doi.org/10.31244/9783830973171 035 $a(CKB)5590000000903418 035 $a(ScCtBLL)8872fb20-a871-43ea-b4f1-c062625a66b0 035 $a(oapen)doab81462 035 $a(EXLCZ)995590000000903418 100 $a20220504i20112022 uu 101 0 $aeng 135 $auru|||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aBilingual Language Proficiency $eA Comparative Study /$fJoana Duarte$hVolume 17 210 $d2011 210 1$a[s.l.] :$cWaxmann Verlag GmbH,$d2011. 215 $a1 online resource (320 p.) 225 1 $aInterkulturelle Bildungsforschung 311 08$a9783830973171 311 08$a3830973179 330 $aThis book investigates the role native language plays in the process of acquiring a second language within a bilingual educational model. The research presented is based on a 2 year longitudinal study of students in a bilingual school. Particular attention is paid to the development of academic language proficiency. Performance in both languages was compared between two groups of peers learning in submersion classes in Germany and in Portugal. This comparison allows the assessment of effects of a given bilingual education programme.

There is a considerable advantage found for the students who learned in the bilingual environment, both in written and in oral samples. These students developed a more proficient bilingual academic discourse ability; socioeconomic status and cognitive abilities were controlled for. When comparing the results with an external measure for school achievement, the advantage was confirmed. The results also hint at didactic factors which seem to contribute to this performance. 410 $aInterkulturelle Bildungsforschung 606 $aEducation / Bilingual Education$2bisacsh 606 $aEducation 615 7$aEducation / Bilingual Education 615 0$aEducation. 700 $aDuarte$b Joana$01090940 801 0$bScCtBLL 801 1$bScCtBLL 906 $aBOOK 912 $a9910563097503321 996 $aBilingual Language Proficiency$92850262 997 $aUNINA