1887
image of Majority and minority language elementary school children with and without reading difficulties in a regular foreign
language and an immersion program

Abstract

Abstract

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 ( = 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.

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2025-01-28
2025-02-15
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  • Article Type: Research Article
Keywords: vocabulary ; minority language ; majority language ; Elementary school ; German ; dyslexia ; reading ; grammar ; English ; writing
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