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

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