Multilingual Development: A Longitudinal Perspective (MEZ)

The study investigated individual and contextual conditions for the development of multilingualism among students attending secondary schools in Germany. The study followed a cohort sequence design with two starting cohorts (students in 7th and 9th grade, respectively, in wave 1) and four survey waves within three years (2016 to 2018). The total sample consisted of more than 2,000 students at German high schools of different school types and included students with monolingual German, German-Russian, and German-Turkish language backgrounds. The language data referred to reading and writing skills (productive, receptive, general), which were assessed by test procedures using paper-and-pencil methods. All students were tested in German (majority language) and English (foreign language learned at school), German-Russian and German-Turkish students were additionally tested in their language of origin, and students who learned either French or Russian as a second foreign language at school were also tested in these languages. Background data included questionnaire information at the individual level (e. g., motivation, cognitive ability) and the context level (e. g., social and migration background, language use, peer networks). (IQB)

• Research Design: Oberservational Design
• Sample: Students in grade 7 and 9 (N=1,818 initial sample since T1 and N=219 refreshment sample since T2); Principals (N=78); Parents (N=1,155 initial sample since T1 and N=111 refreshment sample since T2)
• DOI: 10.5159/IQB_MEZ_SUF_Off-site_v2
• Restrictions: No

• https://www.mez.uni-hamburg.de/publikationen/5publikationen.html
• https://www.mez.uni-hamburg.de/