Effects of Bilingual Biology Teaching at Middle Schools

Autor/in	Rolletschek, Helga
Titel	Effects of Bilingual Biology Teaching at Middle Schools
Quelle	In: Language Teaching Research Quarterly, 23 (2021), S.23-44 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Science Instruction; Biology; Middle School Students; Bilingual Students; Second Language Instruction; English (Second Language); German; Language of Instruction; Instructional Effectiveness; Knowledge Level; Student Motivation; Grade 7; Bilingual Education; Student Interests; Self Efficacy; Gender Differences + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Teaching language; Unterrichtssprache; Unterrichtserfolg; Wissensbasis; Schulische Motivation; School year 07; 7. Schuljahr; Schuljahr 07; Bilingual teaching; Bilingualer Unterricht; Studieninteresse; Self-efficacy; Selbstwirksamkeit; Geschlechterkonflikt
Abstract	This classroom-based study investigates the relative effectiveness of content and language integrated learning in Biology for students with limited knowledge of English. The sample comprised 252 German-speaking learners of English taking intermediate English courses (3rd year of English learning) at a special secondary school (German "Mittelschule), who were randomly assigned to one of three groups: lesson being conducted in English, the lesson being conducted in German, and a control group. A teaching unit about the topic "breathing" served as intervention. To determine the effects of the two instructional methods, the participants' prior knowledge about the topic and their motivation based on general interest in the subject, specific interest in the topic and the level of self-efficacy experienced was measured beforehand with pre-tests. An immediate post-test about content knowledge and motivation was taken right after the lesson, a post-test after one month should show long term consolidation or change in motivation. Even though most other studies show negative effects of bilingual teaching for students with a low level of language skills, the results here indicate that neither knowledge nor motivation in classes with relatively little knowledge of English was significantly different in both groups, students with multilingual background seemed to even benefit from the bilingual instruction provided that specially prepared lessons were used serving the learning needs of the students. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01