Session Information
20 SES 06 B, Learning Opportunities for Visiting Students
Paper Session
Contribution
Europe aims at multilingual citizens and in the last decade a rapid increase of interest on multilingualism has been observable in different areas of research (Jessner 2008). Immigrants are mostly multilinguals and for most immigrant children school and other educational settings are mayor areas for intergroup contact and acculturation. School adjustment is the primary task and highly important for the transition process into a new culture (Vedder & Horencyk 2006). Still the learning achievements of students with migratory background at the end of ISCED 2 (9th graders) is considerably behind the achievements of non-migrant students (see PISA results f.e. Stanat 2003). In the context of a German large scale study on language proficiency of 9th graders (DESI) a positive influence of the multilingual background of migrants could be proved and particular resources of migrant students within foreign language learning were confirmed (Hesse, Göbel & Hartig 2008). The study showed that students who acquired a first language other than the dominant one dispose of a capacity for foreign language learning which distinguishes them positively from their monolingual peers (Hesse, Göbel & Hartig 2008). The results can be interpreted as to support the theoretical approaches which stress the inter-language hypothesis (Cummins 1993). Besides the individual advantage of students with foreign language background, the mere presence of students with another heritage language than German turned out to help increasing the learning results in English as foreign language for the whole class. Turning to the discussion in multilingualism research, it can be stated that previous language experiences and language learning strategies of learners are contributive to a better learning of further languages (Hufeisen 2005). Research within FLT points at the fact that foreign language learning can even be more encouraged when systematic language comparison, language transfer support and support of inference (Marx 2005, Jessner 2008). As the results of the DESI-Study showed that the linguistic competence of multilingual migrant students apparently positively influence the performance enhancement of the whole English class , the present contribution aims at investigating whether these competences are picked up by teachers in the classroom discourse and whether a language transfer promoting instruction is fruitful for language and intercultural learning in the German and EFL-classroom.
Method
Expected Outcomes
References
Beck, B., Klieme, E. (2007). Sprachliche Kompetenzen: Konzepte und Messung - DESI-Studie (Deutsch Englisch Schülerleistungen International). Weinheim: Beltz. Cummins, Jim (1993): Bilingualism and second language learning. In: Annual Review of Applied Linguistics, 13, pp. 51-70. DESI-Konsortium. (2008): Unterricht und Kompetenzerwerb in Deutsch und Englisch – Ergebnisse der DESI-Studie. Weinheim: Beltz. Hartig, J., Jude, N., Wagner, W. (2008). Methodische Grundlagen der Messung und Erklärung sprachlicher Kompetenzen. Unterricht und Kompetenzerwerb in Deutsch und Englisch. DESI-Konsortium. Weinheim: Beltz. 34-54. Hesse, H. G., Göbel, K., Hartig, J. (2008). Sprachliche Kompetenzen von mehrsprachigen Jugendlichen und Jugendlichen nicht-deutscher Erstsprache. Unterricht und Kompetenzerwerb in Deutsch und Englisch. DESI-Konsortium. Weinheim: Beltz. 208-230. Hufeisen, B. (2005): Gesamtsprachencurriculum: Einflussfaktoren und Bedingungsgefüge. In: Hufeisen, B./Lutjeharms, M. (Hrsg.): Gesamtsprachencurriculum – Integrierte Sprachdidaktik – Common Curriculum. Tübingen: Günter Narr, S. 9-18. Jessner, U. (2008). Teaching third languages: Findings, trends and challenges. Language Teaching, 41(1), 15-56. Marx, N. (2005). Hörverstehensleistungen im Deutschen als Tertiärsprache. Baltmannsweiler: Schneider Verlag. Stanat, P. (2003). Schulleistungen von Jugendlichen mit Migrationshintergrund: Differenzierung deskriptiver Befunde aus PISA und PISA-E. In D. P. Konsortium (Ed.), PISA 2000: Ein differenzierter Blick auf die Länder der Bundesrepublik Deutschland. (S. 243-260). Opladen: Leske + Budrich. Vedder, P./Horencyk, G./Liebkind, K./Nickmanns, G. (2006): Ethno-culturally diverse educational settings; problems, challenges and solutions. In: Educational Research Review 1, S. 157-168.
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