This is the first longitudinal study to explore the best time and timing for regular versus bilingual language exposure in (pre)primary programs, using multiple measures over time so as to focus on fluctuations, trends and interactions in individual data as well as intra-individual variation over time. We studied children who had received 50/50 bilingual instruction in German and English (so-called ‘partial CLIL’ programs) as well as children in ‘minimal CLIL’ programs with almost uniquely monolingual German instruction (90% German, 10% English). Results show that, like other individual differences (ID) variables, the age factor behaves like a dynamic entity that changes over time and affects L2 literacy development differentially at different times. Furthermore, while an early age of first bilingual language exposure has no effect on the L2 development for the children in the minimal CLIL program, early-AO bilinguals in the partial CLIL program (age of first exposure 5) outperform the older-AO bilingual group (age of first exposure 7 and 9) in terms of accuracy and (syntactic and morphological) complexity but not in terms of lexical richness and fluency.

中文翻译：

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关于年龄相关研究中的INTER和INTRA：来自具有密集时间序列测量的纵向CLIL研究的证据

这是第一项纵向研究，旨在探索在（预）小学课程中常规语言和双语语言接触的最佳时间和时机，并随着时间的推移使用多种测量方法，以关注个体数据以及个体内部数据的波动，趋势和相互作用。随时间变化。我们研究了接受德语和英语双语教学50/50的孩子（所谓的“部分CLIL”课程）以及接受“最小CLIL”课程的孩子的德语几乎唯一的双语教学（90％的德语，10％的英语） 。结果表明，与其他个体差异（ID）变量一样，年龄因子的行为就像一个动态实体，随着时间的变化而变化，并在不同时间影响L2素养的发展。此外，