@article{MaluchKempert2019,
  author    = {Maluch, Jessica Tsimprea and Kempert, Sebastian Benjamin},
  title     = {Bilingual profiles and third language learning: the effects of the manner of learning, sequence of bilingual acquisition, and language use practices},
  series = {International Journal of Bilingual Education and Bilingualism},
  volume    = {22},
  journal   = {International Journal of Bilingual Education and Bilingualism},
  number    = {7},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1367-0050},
  doi       = {10.1080/13670050.2017.1322036},
  pages     = {870 -- 882},
  year      = {2019},
  abstract  = {This study investigates the effect of bilingualism on learning English as a foreign language (L3), examining the impact of manner and sequence of bilingual acquisition and learning as well as language use practices in language minority children. With a sample of 1295 German eighth and ninth graders (bilingual: n = 456, monolingual: n = 839), we examined if certain aspects of bilingualism present an advantageous condition for learning English as a foreign language in bilingual language minority students. Controlling for socio-economic status, indicators of cultural capital, and gender, the regression analyses revealed higher L3 listening and reading outcomes for bilinguals who received formal instruction in their minority language, had acquired both languages in their first three years, and switched more often between their two languages, when compared to their other bilingual and monolingual peers. The discussion focuses on the importance for bilingual children in immigrant communities to have high proficiencies in both majority and minority languages in order to develop advantages in foreign language learning.},
  language  = {en}
}
@article{EdeleKempertSchotte2018,
  author    = {Edele, Aileen and Kempert, Sebastian Benjamin and Schotte, Kristin},
  title     = {Does competent bilingualism entail advantages for the third language learning of immigrant students?},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {58},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2018.07.002},
  pages     = {232 -- 244},
  year      = {2018},
  abstract  = {This study examined the role of immigrant bilingualism in third language learning (L3 = English). It focused on the respective effects of students' competence in the minority language (L1 = Turkish or Russian) and language of instruction (L2 = German). We analyzed a sample of 8752 German 10th-grade students (N = 7964 monolinguals, N = 436 Turkish-German students, N = 352 Russian-German students) and drew on standardized tests in L1, L2, and L3. OLS-regression models showed L3 advantages for balanced bilinguals at a high level in both language groups compared to their average monolingual peers when third variables were controlled, while advantages in the L2 dominant bilinguals could only be observed in the Russian-German sample. Balanced bilinguals at a low level and L1 dominants attained lower L3 levels than monolinguals. However, comparisons with comparably high proficient monolinguals, as well as further analyses with the bilingual samples separately, revealed that only L2 competence - and not L1 competence - explained immigrant students' L3 proficiency. Our findings indicate that the advantages of immigrant bilinguals in L3 learning mainly depend on their competence in the language of instruction.},
  language  = {en}
}