Reference : Solving arithmetic problems in first and second language: Does the language context m...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Neurosciences & behavior
	To cite this reference:	http://hdl.handle.net/10993/25251

Title :	Solving arithmetic problems in first and second language: Does the language context matter?
Language :	English
Author, co-author :	Van Rinsveld, Amandine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Schiltz, Christine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Brunner, Martin [Free University of Berlin and Berlin-Brandenburg Institute for School Quality]
	Landerl, Karin [Department of Psychology e Developmental Psychology, University of Graz]
	Ugen, Sonja [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
Publication date :	2016
Journal title :	Learning and instruction
Peer reviewed :	Yes
Audience :	International
Keywords :	[en] Language ; Context ; Bilingualism ; Arithmetic ; Mathematics
Abstract :	[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.
Name of the research project :	R-AGR-0528 > NUMLANG > 15/03/2015 - 14/03/2016 > SCHILTZ Christine
Permalink :	http://hdl.handle.net/10993/25251
DOI :	10.1016/j.learninstruc.2016.01.003

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