Fostering crosslinguistic knowledge about language in young learners: effects of explicit L2 Spanish grammar learning on L1 English grammar

Abstract

This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged in self-study activities involving aspects of Spanish grammar. The activities incorporated thematic content and metalanguage based on the grammar, punctuation and spelling exam (GPS), a national English grammar test taken at the end of primary education. A control group of 42 children engaged in self-study activities with no focus on grammar. L1 English grammar knowledge pre- and post-intervention was assessed using GPS scores. At post-test, a small, non-significant positive effect on attainment in L1 English grammar was observed. Although preliminary and involving only a small effect, the results are promising, showing that engagement with Spanish grammar activities might lead to better performance on English grammar. These findings are consistent with recent research which has established that the cognitive maturity required to develop and deploy metalinguistic awareness is present in children at a younger age than previously assumed.