The Exclusive Language of Science? Comparing Knowledge Gains and Motivation in English-Bilingual Biology Lessons between Non-Selected and Preselected Classes

Autor/inn/en	Meyerhöffer, Nina; Dreesmann, Daniel C.
Titel	The Exclusive Language of Science? Comparing Knowledge Gains and Motivation in English-Bilingual Biology Lessons between Non-Selected and Preselected Classes
Quelle	In: International Journal of Science Education, 41 (2019) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyerhöffer, Nina) ORCID (Dreesmann, Daniel C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1529446
Schlagwörter	Biology; Science Instruction; Bilingual Education; Course Content; Language of Instruction; Language Role; English (Second Language); Second Language Learning; Units of Study; Grade 9; Learning Motivation; High School Students; English for Science and Technology; Gifted; Achievement Gains; German; Intervention; Pretests Posttests; Knowledge Level; Foreign Countries; Science Tests; Germany + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bilingual teaching; Bilingualer Unterricht; Kursprogramm; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lerneinheit; School year 09; 9. Schuljahr; Schuljahr 09; Motivation for studies; Lernmotivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Technisches Englisch; Begabter, Hoch Begabter; Achievement gain; Leistungssteigerung; Deutscher; Wissensbasis; Ausland; Deutschland
Abstract	The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools' bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01