Children studying in a wrong language. Russian-speaking children in Estonian school twenty years after the collapse of the Soviet Union.

Sonst. Personen	Toomela, Aaro (Hrsg.); Kikas, Eve (Hrsg.)
Titel	Children studying in a wrong language. Russian-speaking children in Estonian school twenty years after the collapse of the Soviet Union. Gefälligkeitsübersetzung: Kindheitsforschung in einer falschen Sprache. Russischsprachige Kinder in estländischen Schulen zwanzig Jahre nach dem Zusammenbruch der Sowjetunion.
Quelle	Frankfurt, Main: P. Lang (2012), XII, 243 S.Verfügbarkeit
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-631-63717-9; 978-3-631-63717-3
Schlagwörter	Bildungsforschung; Kind; Schule; Schüler; Multikulturelle Gesellschaft; Sprache; Sprachunterricht; Mehrsprachigkeit; Nachfolgestaat; Nachsozialistische Gesellschaft; Struktur; Russe; Baltikum; Estland; Sowjetunion
Abstract	"The Soviet Union collapsed more than 20 years ago, but the traces left in occupied countries by this monstrous system still affect the lives of millions of people. Under the glittering surface of newsworthy events that regularly appear in the mass media, there are many other wounds hard to heal. The system of education is one of the social structures that was fundamentally affected by Soviet power. Due to unique historical, demographic, and cultural reasons, the experiences of other countries providing education to non-native speaking students cannot be adopted in Estonia without first studying the situation thoroughly. The Estonian Ministry of Education and Research launched the longitudinal study Non-Estonian Child in an Estonian-Language School, with the aim to understand how Estonian schools cope with an increasing number of non-Estonians studying in a second language. This book brings together some results of that study." (publisher's description). Contents: Maie Soli: Why this study? A view from the Estonian ministry of education and research (1-16); Part 1. Academic Achievement: Krista Uibu and Kristiina Tropp: Bilingual and monolingual students' linguistic competences and their development at Estonian primary school (17-42); Eve Kikas: Cognitive abilities and math achievement of students from Estonian-, Estonian-Russian-, and Russian-speaking families in Estonian-language classrooms (43-80); Kristina Seepter: Longitudinal explorative study of mono- and bilingual pupils' differences in math achievement: the role of Estonian and Russian instructional environment (81-98); Anu Palu, Reelika Suviste and Eve Kikas: Errors in solving arithmetic word problems. Differences between students from Estonian- and Russian-language schools (99-122); Piret Soodla: Teachers' judgments of monolingual and bilingual students' reading skills: child-, class-, and teacher-related factors (123-152); Kristina Seepter: Relations between mono- and bilingual pupils' math achievement and teachers' knowledge of special education needs (153-164); Part 2. Noncognitive Aspects of Development: Aivar Ots and Margit Tago: Bilingual student well-being in submersion education: changes in self-esteem and school satisfaction during the fourth grade (165-186); Grete Arro: Development of self-reflection ability and its relations to scientific concept thinking in mono- and bilingual children: are bilinguals doing better? (187-198); Hanna Reek: Ethnic stereotyped attitudes in relation to social relationships in fourth grade students (199-224); Conclusions: Aaro Toomela: Children studying in a wrong language: looking for ways to improve (225-243).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2013/3