Session Information
09 SES 09 C, Language Competencies in Different Cultural and Systemic Frames
Paper Session
Contribution
Multiple studies on language acquisition in educational context identify a performance gap in reading and writing skills between students with and without a migration background (Klieme et al., 2010). However current attempts to define main reasons inducing such a performance gap are still subject to debate. On the one hand such Studies as PISA and PIRLS depict the education system itself as an essential factor influencing performance inconsistencies between students with and without a migration background (Lehmann et. al. 2005; Autorengruppe Bildungsberichterstattung 2008; Bourne 2012). On the other hand several studies analyze the implementation of curriculum and its impact on the performance of migrant students (Muijs et. al. 2004; Einsiedler/Hardy 2010; Seidel/Shavelson 2007). However there is a lack in research on indicators dealing with biography based differences, such as personal experience of migrant families with educational program and school system. In order to fill in this research gap the “Sprabilon-R” study based on a longitudinal study called “Sprabilon” is being conducted.
“Sprabilon” is a German longitudinal study on language development of migrant children. This study provides performance data on reading and writing skills of children age 11 to 13; it takes differences in receptive and productive language competencies of students with and without a migration background into account. In the follow-up study “Sprabilon-R”, qualitative interviews with students, their parents and teachers are conducted in “Sprabilon-R” study for the purpose of gathering more information on educational biographies. This research aims to explore and identify incidents or structures that either facilitated or hindered language development of bilingual students from their own point of view.
Method
Expected Outcomes
References
Autorengruppe Bildungsberichterstattung (2008): Bildung in Deutschland 2008. Ein indikatorengestützter Bericht mit einer Analyse zu Perspektiven des Bildungswesens im demografischen Wandel. Bielefeld: Bertelsmann Verlag. Bourne, Jill (2012): ‘I know he can do better than that’: Strategies for teaching and learning in successful multi-ethnic schools. In: Gogolin, I. / Lange, I. / Michel, U. / Reich, H. H. (Hrsg.): Herausforderung Bildungssprache. Münster, New York, im Erscheinen. Einsiedler, W. / Hardy, I. (2010): Kognitive Strukturierung im Unterricht. Einführung und Begriffsklärungen. Unterrichtswissenschaft, 38(3), 194-209. Klieme, E. u.a. (Hrsg.) (2010). PISA 2009. Bilanz nach einem Jahrzehnt. Münster: Waxmann Lehmann, R. H. / Ivanov, S. / Hunger, S. / Gänsfuß, R. (2005): Untersuchung der Leistungen, Motivation und Einstellungen zu Beginn der beruflichen Ausbildung (ULME I). Behörde für Bildung und Sport der Freien und Hansestadt Hamburg. Hamburg. Mujis, D. et. al. (2004): Improving Schools in Socioeconomically Disadvantaged Areas – A Review of Research Evidence. School Effectiveness and School Improvement, 15, (2), 149-175. Seidel, T. / Shavelson, R. J. (2007): Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis research. Review of Educational Research, 77, 454 - 499
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