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Competence in the instructional language seems to be crucial to a successful educational biography. While most children do not lack oral competencies in German, many struggle with the (conceptually) written academic language register ('Bildungssprache') that is the most important medium of learning and performance assessment in school (Feilke, 2012; Gogolin et al., 2013; Morek & Heller, 2012; Heppt & Stanat, 2020; Volodina et al., 2020; Volodina & Weinert, 2020). The mastery of this register is im-portant for learning in all subjects. Even very early science teaching in primary school depends on language competencies. Thus, it is necessary to integrate language and science teaching (vgl. z. B. Rank & Wildemann, 2015). Its focus on interesting facts, observations and experiments qualifies science teaching to play an important role in language learning, because "learning about language is most meaningful when it occurs in the context of actual language use" (Gibbons, 2002, S. 12). Ideas and concepts for the integration of language and science teaching exist (e. g. Gibbons, 2002). However, studies investigating their efficacy are missing. This work tries to contribute in closing this research gap. First, it presents a teaching unit for science teaching in fourth grade that integrates language teaching. Its scientific topic is the process of dissolving substances in water. Based on science teaching methods, the teaching unit integrates language and science teaching by merging Gibbons' scaffolding concept (Gibbons, 2002), focus-on-form techniques from second language learning approaches (e. g. Ellis, 2016) and conceptual change ideas (e.g. Möller, 2015). Second, I conducted a quasi-experimental intervention study with pretest-posttest design, control group and randomised assignment at class level in order to investigate the efficacy of this teaching unit. N = 107 fourth grade students participated in this study, coming from six classrooms within three schools located in Baden-Württemberg, Germany. In this intervention study I taught the unit myself in order to control its implementation and to enhance the comparability of the instruction in the three intervention classrooms. The results of this study show that the intervention had effects on the students regarding their educational language. In the teaching unit, they learnt among other things that conditionals are an appropriate structure to formulate if-clauses in a generalising matter within scientific descriptions of experiments. They also learnt to build and use the German Verb-first-conditional, a conceptually written, academic linguistic structure that is considered to cause difficulties in reading comprehension. They further learnt to (re-)phrase descriptions of experiments in an impersonal, academic way, using the German indefinite pronoun man or passive voice. A test on the scientific topic that was only conducted in the posttest indicates learning achievements in scientific knowledge concerning the process of dissolving substances in water. Thus, the study shows that it is possible to efficaciously integrate language and science teaching in primary schools based on the ideas of scaffolding and focus-on-form techniques.

Language transfer (Language learning)

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This book deals with the effects of three different learning contexts mainly on adult, but also on adolescent, learners’ language acquisition. The three contexts brought together in the monograph include i) a conventional instructed second language acquisition (ISLA) environment, in which learners receive formal instruction in English as a Foreign Language (EFL); ii) a Study Abroad (SA) context, which learners experience during mobility programmes, when the target language is no longer a foreign but a second language learnt in a naturalistic context; iii) the immersion classroom, also known as an integrated content and language (ICL) setting, in which learners are taught content subjects through the medium of the target language—more often than not English, used as the Lingua Franca (ELF).

Second language acquisition. --- Second language learning --- Language acquisition --- Linguistics

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This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact

positive psychology --- second language learning and acquisition --- third language learning and acquisition --- bilingualism and multilingualism --- bicultural bilinguals

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Philology. --- Arts and Humanities --- Language & Linguistics --- literature --- foreign language learning --- portuguese language --- linguistics --- language

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Recent years have seen an upsurge of interest in the notion of salience in linguistics and related disciplines. While in top-down salience, perceivers endogenously direct their attention to a certain stimulus, in the bottom-up salience, it is the stimulus itself which attracts attention. In prototypical cases of bottom-up salience, the stimulus stands out because it is incongruous with a given ground by virtue of intrinsic physical characteristics. But a stimulus may also cause surprise by virtue of deviating from a cognitive ground, e.g., when violating social or probabilistic expectations. This has prompted researchers to examine the relationship between expectations and the perceptual salience of linguistic stimuli in new ways. This e-book features contributions from different scientific frameworks. The reader will find commentaries, reviews, and original research articles on models of sociolinguistic and morphological salience, the role of attention, affect, and predictability, and on how salient items are processed, categorized and learned. Taken together, the articles in this volume contribute to our understanding of how the perceptual salience of linguistic forms and variants can be theoretically framed and methodologically operationalized in different areas of linguistic processing.

Linguistic analysis (Linguistics) --- salience --- Language variation and change --- language learning --- surprisal --- morphology --- prediction --- Dialects --- social markers