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Additive trilingualism: Evidence from the Basque Country

Published online by Cambridge University Press:  28 November 2008

Jasone Cenoz  and
Jose F. Valencia
Jasone Cenoz*
Affiliation:
University of the Basque Country
Jose F. Valencia
Affiliation:
University of the Basque Country
*
Dr. Jasone Cenoz, Ingles eta Alemaniar Filologi Saila, Filologia eta Geografi-Historia Fakultatea, Euskal Herriko Unibertsitatea, Marques de Urquijo s/n Apt. 2111, 01006 Vitoria-Gasteiz, Spain
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Abstract

This research examines the influence of bilingualism on third language learning in a bilingual community, the Basque Country. The English-language achievement of students instructed through the majority (Spanish) and the minority (Basque) languages in the Basque Country was measured. In addition, other cognitive, sociostructural, social psychological, and educational variables were also included in the study. Several sets of regression analyses were carried out to analyze the role of bilingual education. The results indicated that bilingualism and several other variables (intelligence, motivation, age, and exposure) were good predictors of English-language achievement. This research suggests, then, that immersion in the minority language for Spanish-speaking students and school reinforcement of the native language for Basque-speaking students have positive linguistic outcomes.

Type
Articles
Information
Applied Psycholinguistics , Volume 15 , Issue 2 , April 1994 , pp. 195 - 207
Copyright
Copyright © Cambridge University Press 1994

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