Quantitative study reveals distinct engagement patterns and language anxiety in emergent bilingual students, highlighting the need for differentiated content-based instruction.
This quantitative study explored study engagement, language anxiety, and teacher support among emergent bilingual Swedish- and Finnish-speaking students in a content-based instruction (CBI) setting. Survey data showed Finnish-speaking students reported significantly higher language anxiety but also greater individual and social engagement, possibly due to studying in a less proficient language. They also perceived higher teacher support, suggesting effective tailored instruction. For Swedish-speaking students, social engagement strongly predicted study success. The findings reveal important differences between the groups and underscore the need for differentiated pedagogical approaches in CBI to support diverse bilingual learners more effectively.
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Mickwitz et al. (2026) studied this question.
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