Reference : Solving arithmetic problems in first and second language: Does the language context m...
Scientific journals : Article
Social & behavioral sciences, psychology : Neurosciences & behavior
http://hdl.handle.net/10993/25251
Solving arithmetic problems in first and second language: Does the language context matter?
English
Van Rinsveld, Amandine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Schiltz, Christine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Brunner, Martin mailto [Free University of Berlin and Berlin-Brandenburg Institute for School Quality]
Landerl, Karin mailto [Department of Psychology e Developmental Psychology, University of Graz]
Ugen, Sonja mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
2016
Learning and instruction
Yes
International
[en] Language ; Context ; Bilingualism ; Arithmetic ; Mathematics
[en] Learning mathematics in a second language is a challenge for many learners. The purpose of the study was to provide new insights into the role of the language context in mathematic learning and more particularly arithmetic problem solving. We investigated this question in a GermaneFrench bilingual educational setting in Luxembourg. Participants with increasing bilingual proficiency levels were invited to solve additions in both their first and second instruction languages: German and French. Arithmetic problems were presented in two different conditions: preceded by a semantic judgment or without additional language context. In the French session we observed that additions were systematically performed faster in the condition with an additional language context. In contrast no effect of the context was observed in the German session. In conclusion, providing a language context enhanced arithmetic performances in bilinguals' second instruction language. This finding entails implications for designing optimal mathematic learning environments in multilingual educational settings.
http://hdl.handle.net/10993/25251
10.1016/j.learninstruc.2016.01.003

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