Encoding-specificity in bilingual content learning: Scrutinizing language switching costs in mathematical knowledge acquisition

• Applicant: Professor Dr. Henrik Saalbach
• Subject Area: Developmental and Educational Psychology
• Term: since 2022
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 504949185

Bilingual learning is one central challenges of today’s education systems. First, globalization entails an increasing number of individuals who participate in educational settings in which the language of instruction is not their mother tongue. Second, there are strong educational endeavors to promote multilingualism. A typical example is Content and Language Integrated Learning (CLIL), in which instruction of subjects, such as mathematics, is given in a different language with the intent to improve L2 skills. In both cases, bilingual content learning occurs, which refers to all settings that require learners to switch languages across acquisition and application of knowledge. Research shows that this language-switching does not come without cognitive costs. Specifically, it has been repeatedly observed that performance declines when the language of acquisition differs from the language of application as compared to settings which do not require language switching. Such language-switching costs (LSC) have mainly been investigated in mathematics learning. So far, however, most studies on LSC in mathematics learning and other domains have focused on rather simple learning demands (in particular the acquisition of fact knowledge). Practically nothing is known yet about LSC in more complex demands involving procedural and conceptual knowledge. Likewise, evidence is very limited about the temporal persistence of these costs, their relevance for subsequent learning, and the moderating role of individual characteristics. The proposed project thus aims to provide further insights into LSC and their effect on mathematics learning. Specifically, we investigate learning of mathematical contents of different complexity, examine the persistence of language switching costs over time, assess their relevance for subsequent learning, and explore potentially moderating individual characteristics.The proposed project consists of two work packages (WP). WP 1 focuses on arithmetic facts and procedures, WP 2 deals with more complex mathematical tasks involving procedural as well as conceptual knowledge. Each WP consists of two studies, one addressing the question of temporal stability of LSC and one dealing with the question of the LSC’s impact on subsequent learning. The role of individual differences for LSC and the underlying cognitive mechanisms are examined in all studies.This broad perspective on language-switching costs can provide both theoretical and practical insights. They will further psychological and cognitive theorizing on whether and to what extent knowledge representations are language dependent. This will provide a foundation for practitioners who want to evaluate and monitor the implementation of CLIL programs in schools and other educational institutions.

• DFG Programme: Research Grants
• International Connection: Austria
• Partner Organisation: Fonds zur Förderung der wissenschaftlichen Forschung (FWF)
• Cooperation Partner: Professor Dr. Roland Hugo Grabner