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Foreign Language Education in Multilingual Classrooms
Edited by Andreas Bonnet and Peter Siemund
[Hamburg Studies on Linguistic Diversity 7] 2018
► pp. 331–357

“One day a father and his son going fishing on the Lake.” – A study on the use of the progressive aspect of monolingual and bilingual learners of English

| University of Hamburg, Germany

The development towards an ever more multilingual society has an influence on the awareness of (multiple) language acquisition, the need for mastering foreign languages and the fact that nowadays, school children within one class do not come from just one but a number of societies and have differing linguistic backgrounds. This study aims to present evidence that there is a difference in the performance of English between monolingual and bilingual learners. Additionally, as a minor sub-section, it calls attention to resulting consequences for language instruction in multilingual classrooms. The scope of the investigation is the progressive aspect: monolingual and bilingual 12 and 16-year-old school children wrote an English text based on a picture story. This corpus, together with social background information of the participants, is the basis of the analysis.

Keywords: bilingualism, heritage language, language acquisition, multilingualism, progressive aspect
Article outline
  • 1.Introduction
  • 2.Tense and aspect: Progressive
  • 3.First, second, and third language
  • 4.Specificity of learners of English
  • 5.Methodology of the study
  • 6.Descriptive analysis
  • 7.Statistical analysis
  • 8.Discussion
  • 9.Consequences for language instruction
  • 10.Concluding remarks
  • Acknowledgment
  • Notes
  • References
Published online: 24 October 2018
DOI logo
https://doi.org/10.1075/hsld.7.15lor
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