This meta-analysis offers a snapshot of thirty-five years (1980–2015) of research on instructed second language acquisition (ISLA). Fifty-four empirical studies involving a total of 5,051 second language learners – sampled from six applied linguistics journals, Applied Linguistics, Language Learning, Language Teaching Research, The Modern Language Journal, Studies in Second Language Acquisition, and TESOL Quarterly – were aggregated for the effects of second language (L2) instruction, yielding an overall large effect size, g = 1.06, 95 % CI = 0.84−1.29. Data were further analysed to identify factors that can modulate the efficacy of instruction. While a minor difference was detected between explicit and implicit instruction, statistically significant effects were found for modes of outcome measures, learners’ onset L2 proficiency, research settings, and intensity of instruction.
Unaccompanied Refugee Minors: A Systematic Review of Psychological Interventions / Unbegleitete minderjährige Flüchtlinge: Eine systematische Übersicht über psychologische Interventionen. Kindheit und Entwicklung
In 2014, 34,300 applications for asylum were placed by unaccompanied refugee minors in 82 countries. Unaccompanied refugee minors are at a very high risk for psychological disorders, since the absence of a parent is associated with developmental risks that are further increased owing to experiences made while on flight. Given the current refugee situation in…