Mehrsprachigkeit als Ressource: Kompetenzen dual-immersiv unterrichteter Schülerinnen und Schüler in der Drittsprache Englisch

Multilingualism is associated with benefits for learning additional languages based on cognitive and psycholinguistic process theories following Cummins’ interdependence and threshold hypotheses. At the locations of Berlin’s Europe School (SESB), students with different language backgrounds are taught in German and one partner language in equal shares, according to the concept of dual immersion. Dual-language instruction at the SESB has a positive influence on achievement in English as a foreign language (L3). This positive influence is shown by a criterion-based localization of English skills of N = 541 students at the end of lower secondary school in the context of national educational standards as well as by a social comparison with conventionally-taught peers, controlling for background characteristics. The high achievement in English as a foreign language points towards interlanguage transfer in dual-immersion students. This claim is supported by the results of a multiple regression analysis, according to which first and second language skills substantially influence reading comprehension in the L3. However, there are no indicators of a critical threshold. The findings are discussed in regard to the general potential of multilingualism and the support of first language skills in students with a heritage language background.