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This presentation is part of STAGE [STarting AGe and Extramural English], a project whose aim is to provide insights into the input-acquisition relationship by unraveling the relative contribution of formal instruction and extramural English (EE, Sundqvist, 2009) to second/foreign language (L2) learners’ English proficiency. Specifically, the project investigates the impact of an early start of formal instruction in an input-rich context by comparing early starters in Norway (English introduced in grade 1; i.e., similar to Sweden, grades 1–3) and late starters in Flanders (English introduced in grade 7/8). Using a cross-sectional design, learners in both settings are compared in grade 1 (age 5–6, baseline data), grade 6 (age 11–12), and grade 10 (age 15–16) in terms of their EE, vocabulary knowledge, reading comprehension, and speaking. Thus, the starting age of instruction differs, but both contexts are similar regarding the omnipresence of out-of-school English.
The study presented is grounded in theories about L2 acquisition: sociocultural theory (Lantolf & Thorne, 2006) and usage-based perspectives on learning (Cadierno & Eskildsen, 2015). Results from research show, e.g., that in regions where L2 TV programs are subtitled (L1), learners tend to have large amounts of EE from an early age (Hannibal Jensen, 2017), as English is the dominant language of popular culture; such regions have advantages in terms of L2 learning. Studies exploring EE and L2 learning have consistently shown benefits of EE, for both instructed learners (Lindgren & Muñoz, 2013; Peters et al., 2019) and learners without any formal instruction yet (De Wilde et al., 2020; Puimège & Peters, 2019). While there is EE-research examining its relation to L2 proficiency, to date, there have been no controlled, large-scale studies comparing the association between different types of EE (e.g., gaming, watching television) and various proficiency measures in different age groups across different instructional contexts. Regarding starting age for L2 instruction, unlike for immigrant learners in naturalistic L2 learning settings (DeKeyser, 2011), there does not seem to be an age effect. An early start does not necessarily result in higher L2 proficiency when the weekly lesson time is limited; in fact, late starters catch up quickly because of higher cognitive maturity (Jaekel et al., 2017; Pfenninger & Singleton, 2017). Quantity and quality of input are more important predictors of L2 proficiency (Muñoz, 2014). Moreover, so far, research into early instruction has mainly been conducted in regions where English exposure tends to be limited to school, with very little research into the long-term effects of an early start in regions providing large amounts of EE.
In our presentation, focus is on quantitative findings about characteristics of EE in Norway and Flanders. Data consist of questionnaires, language diaries, and interviews. A non-probability sampling methods was used (Dörnyei & Taguchi, 2010); the sample was a carefully selected convenience sample (Norway: N=579; Flanders: N=c. 450, to be completed). Quantitative data are currently being analyzed. EE is expected to be similar in both settings at all three levels. The results will be discussed considering the symposium theme.
