Flersprogede elevers engelskkompetencer – et studie af flersprogede elevers L3-færdigheder

This study draws on bilingualism and cognitive development theories to examine plurilingual students’ English proficiency in comparison to their monolingual peers in Denmark. Contrary to previous research suggesting that bilingualism, especially with well-developed L1 literacy, can enhance L3 proficiency, in this study, monolinguals outperformed plurilinguals on an English proficiency test.
The sample included 232 ninth graders (85 monolinguals, 147 plurilinguals, 34 with Turkish L1). A sub-study on 12 Turkish L1 students showed no significant correlation between their English proficiency and their skills in Turkish and Danish. Observations in English classes revealed translanguaging,
with students integrating multiple languages in learning, though its impact on performance was unclear. The study underscores the importance of
socio-cultural contexts in language learning and the need for inclusive pedagogical approaches to support plurilinguals. Anne Holmen’s view on translanguaging as a pedagogical tool could offer a solution, promoting an additive language learning environment that builds on students’ existing linguistic resources.