Multilingual boost vs. cognitive abilities: testing two theories of multilingual language learning in a primary school context

Abstract

Theories of multilingual language learning often assume that previous language learning experiences in at least two languages provide advantages for additional language learning. Other research emphasises the importance of general cognitive abilities as predictors of language learning. We test whether a set of predictions based on a multilingual advantage theory or on a cognitive abilities-related theory fit the data better. Whereas many studies in both traditions focus on (young) adults, our study focuses on multilingual language learning in children. We discuss evidence from the primary school context in German-speaking Switzerland. The 115 pupils from 8 different schools were in 7th grade at the first measurement time (T1) and in 8th grade one year later (T2). They are predominantly German-speaking, and they learn first French and then English as foreign languages at school. German and French skills were tested at T1, and English skills one year later at T2. In addition, verbal and visuo-spatial working memory and general intelligence were tested at T1. Two structural equation models are fitted to the data, representing two different theoretical assumptions. Both models are acceptable but adding interdependence of the three languages does not substantially increase the fit to the data.

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