As classrooms become increasingly linguistically diverse due to globalization and migration, traditional binary approaches to categorizing language learners (e.g., native vs. non-native) have proven inadequate. This study explores the emerging use of linguistic distance measures as a more nuanced tool for understanding and addressing linguistic diversity in educational contexts, particularly in foreign language learning.

This study explores the impact of students’ linguistic distance to the target language on reading proficiency for (1) German as a second language, (2) English (N=36,542), and (3) French as foreign languages (N=4,293). The data of 9th-grade language learners were collected across Germany as part of a national assessment: Trends in Student Achievement assessment. The sample comprises of diverse student populations, with 13% identifying as multilingual learners.

We used linear regression models to assess the association of lexical/phonological LD on second and foreign reading scores. Models controlled for cognitive abilities, cultural/book capital, home language, socioeconomic status, and biological sex. The data suggests that higher individual linguistic distances are associated with lower target language proficiency. These findings highlight the need for differentiated instruction that accounts for learners' diverse linguistic backgrounds. We will discuss the implications of these findings and the potential for research, classroom practices, and teacher education.