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Article published In: Language Teaching for Young Learners
Vol. 2:1 (2020) ► pp.28–51

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An early start in primary EFL education and the role of teacher qualification and teaching quality

 | University of Duisburg-Essen
 | University of Magdeburg
 | Technische Universität Dortmund
Published online: 2 March 2020
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https://doi.org/10.1075/ltyl.19002.wil
Abstract
This study investigates the receptive L2 proficiency of early and late starters in primary EFL education in the German context. Thus, the L2 reading and listening proficiency of primary EFL learners was assessed at the end of primary schooling in year 4 in two German federal states with different ages of onset. A special focus of the study is on indicators of teaching quality as well as teacher qualification. The study did not find significant differences in the receptive L2 proficiency between early starters and late startes. When controlling for teaching quality or teacher qualification the earlier age of onset or increased amount of exposure did not explain variance in learners’ receptive EFL skills. However, supportive climate as an aspect of teaching quality correlates positively and significantly with learners’ EFL proficiency. In addition, there is a small advantage for children taught by teachers with a major in EFL.
Article outline
  • 1.Introduction
    • 1.1Primary EFL education in Germany
    • 1.2Teacher qualification in primary EFL education
    • 1.3Teaching quality in primary EFL education
    • 1.4Prior studies on an early start in primary EFL education
    • 1.5Prior studies on the relationship between teacher qualification and teaching quality
  • 2.Method
    • 2.1Aims of the study and research questions
    • 2.2Research design, instruments and sample
    • 2.3Data analysis
  • 3.Results
    • 3.1Comparison of means
    • 3.2Multilevel regression modeling
  • 4.Summary and discussion
  • 5.Limitations
  • 6.Conclusion and outlook
  • Acknowledgements
  • Notes
  • References
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