Heterogenitätsfreundlicher CLIL-Unterricht auf der Primarstufe.

Autor/inn/en	Frank Schmid, Silvia; Mayer, Nikola
Titel	Heterogenitätsfreundlicher CLIL-Unterricht auf der Primarstufe.
Quelle	In: Fremdsprachen lehren und lernen, 51 (2022) 2, S. 102-119 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0932-6936
DOI	10.24053/FLuL-2022-0022
Schlagwörter	Primarbereich; Fremdsprachenunterricht; Heterogenität
Abstract	Content and Language Integrated Learning (CLIL) combining the subjects English and art lends itself to heterogeneous language learners at the primary level due to the emphasis on highly visualized task-based and action-oriented learning. Against this backdrop, a comprehensive, qualitative-dominant mixed-methods research study was carried out. The article focuses on how primary pupils with different levels of competence in English make use of CLIL tasks for developing their competences in both subjects. We provide insights into two CLIL tasks including short conversation analyses from dialogues between the pupils. The research design is laid out in detail. In the data analysis we focus on four criteria for assessing the pupil's speaking competences in the CLIL setting. The results indicate that strong and average pupils could benefit from the CLIL in very similar ways to develop both language- and content-based competences whereas the group of the pupils with weaker competences in English utilize this setting in a significantly different way needing more and diverse scaffolding for the dual-focused learning.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1