English-Bilingual Biology for Standard Classes Development, Implementation and Evaluation of an English-Bilingual Teaching Unit in Standard German High School Classes

Autor/inn/en	Meyerhöffer, Nina; Dreesmann, Daniel C.
Titel	English-Bilingual Biology for Standard Classes Development, Implementation and Evaluation of an English-Bilingual Teaching Unit in Standard German High School Classes
Quelle	In: International Journal of Science Education, 41 (2019) 10, S.1366-1386 (21 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	10.1080/09500693.2019.1607620
Schlagwörter	German; Biology; Science Instruction; Units of Study; Native Language; Course Content; Bilingual Education; Teaching Methods; Language of Instruction; Grade 9; High School Students; English (Second Language); Student Motivation; Student Attitudes; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Deutscher; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lerneinheit; Kursprogramm; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Schulische Motivation; Schülerverhalten; Ausland; Deutschland
Abstract	English connects all areas of science around the world. Productive and receptive English-language skills are thus a crucial tool that schools must provide their students with in order to prepare them for higher education and professional life. The introduction of bilingual instruction of subject matter, often referred to as Content and Language Integrated Learning (CLIL), allows for incorporating English as a medium of communication directly into the science classroom. However, such bilingual lessons are often only accessible in the context of bilingual programmes for which students have to qualify based on their previous performance. The present study assessed the applicability of bilingual modules in non-selected groups of students. For this, a bilingual teaching unit on immunology was developed and implemented in standard German ninth grade classes. After the unit, bilingually taught students showed the same content knowledge gains as their peers who had been taught solely in their native language. Average achievement motivation ratings before and after the unit were medium to high in all classes, and the majority of students was open to more bilingual lessons. An evaluation of student comments provides further indications for the development of future bilingual units. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01