Findings from research on the role of age in foreign/second language (L2) learning are inconclusive (Cadierno et al., 2020; Jaekel et al., 2017; Muñoz, 2014; Unsworth et al., 2015) and very few studies include possible learning from engagement in Extramural English activities (EE, Sundqvist, 2009). Sweden and Flanders (Dutch-speaking part of Belgium) are comparable societies with similar education systems and access to English, but different starting points for English instruction in school: early in Sweden (grade 1/2/3) but late in Flanders (grade 7/8). In this presentation we present results from a study involving a sample of 197 participants (124 in Sweden, 73 in Flanders) at two age levels, ages 11–12 (group 'Younger', n = 141) and ages 15–16 ('Older', n = 56). Data were collected through an EE-questionnaire, an age-appropriate listening comprehension test, and the Picture Vocabulary Size Test (Anthony & Nation, 2017). Data were analyzed quantitatively. Participants' engagement in EE was similar for the Younger and Older groups in both settings in terms of frequency and types of preferred EE activities. Surprisingly, the late Flemish starters scored higher than the early Swedish starters on vocabulary (significant difference for Younger). As expected, the early starters scored significantly higher on listening, but only for Younger. Implications for English language teaching and educational policy will be discussed. Additionally, we will discuss the methods for capturing EE that are currently employed in two ongoing sister projects (The STAGE Projects) in Flanders and Norway (a country similar to Sweden), plus how we capture EE among very young learners in grade 1 (ages 5–7).
References
Anthony, L., & Nation, I. S. P. (2017). Picture Vocabulary Size Test (Version 1.2.0) [Computer software and measurement instrument]. Tokyo, Japan: Waseda University. Retrieved from http://www.laurenceanthony.net/software/pvst
Cadierno, T., Hansen, M., Lauridsen, J. T., Eskildsen, S. W., Fenyvesi, K., Hannibal Jensen, S., & aus der Wieschen, M. V. (2020). Does younger mean better? Age of onset, learning rate and short-term L2 proficiency in Danish young learners of English. Vigo International Journal of Applied Linguistics, 57-86. http://vialjournal.webs.uvigo.es/pdf/Vial-2020-Article3.pdf
Jaekel, N., Schurig, M., Florian, M., & Ritter, M. (2017). From early starters to late finishers? A longitudinal study of early foreign language learning in school. Language Learning, 67(3), 631–664. https://doi.org/10.1111/lang.12242
Sundqvist, P. (2009). Extramural English Matters – Out-of-School English and Its Impact on Swedish Ninth Graders' Oral Proficiency and Vocabulary. (Diss.), Karlstad University, Karlstad.
Unsworth, S., Persson, L., Prins, T., & de Bot, K. (2015). An investigation of factors affecting early foreign language learning in the Netherlands. Applied Linguistics, 36(5), 527-548. https://doi.org/10.1093/applin/amt052
