Learning and Instruction
Volume 22, Issue 3, 2012, Pages 159-170

Improving second language skills of immigrant students: A field trial study evaluating the effects of a summer learning program (Article)

Stanat P.* , Becker M. , Baumert J. , Lüdtke O. , Eckhardt A.G.
  • a Freie Universität Berlin, Habelschwerdter Allee 54, D-14195 Berlin, Germany
  • b Max Planck Institute for Human Development, Lentzeallee 94, D-14195 Berlin, Germany
  • c Max Planck Institute for Human Development, Lentzeallee 94, D-14195 Berlin, Germany
  • d Max Planck Institute for Human Development, Lentzeallee 94, D-14195 Berlin, Germany
  • e Hochschule Zittau/Görlitz, University of Applied Sciences, Faculty of Social Sciences, Furtstr. 2, D-02826 Görlitz, Germany

Abstract

Immigrant students' school success is often hampered by limited second language (L2) proficiency, yet the effectiveness of different approaches to L2 support is unclear. Using a summer camp setting, we tested effects of (1) implicit support focusing on meaning of language by engaging students in language-intensive activities without drawing their attention to rules (operationalization: theatre program) and (2) combined implicit and explicit support focusing students' attention on both meaning and form of language (operationalization: theatre program and instruction in German as L2). A baseline group received no support. N=149 third-graders with German as L2 participated. There was no effect for the implicit condition on L2, yet children in the combined condition performed significantly better in grammar and reading after the treatment than the baseline group. The difference for vocabulary did not reach significance. Three months later, a significant effect for the combined condition was only found for reading. © 2011 Elsevier Ltd.

Author Keywords

Language proficiency Immigrant students L2 Second language learning Implicit and explicit learning

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84856584756&doi=10.1016%2fj.learninstruc.2011.10.002&partnerID=40&md5=836e0392b597bb6ca503db229300ef34
DOI: 10.1016/j.learninstruc.2011.10.002
ISSN: 09594752
Cited by: 24
Original Language: English