Literaturnachweis - Detailanzeige
Autor/inn/en | Dausend, Henriette; Elsner, Daniela; Keßler, Jörg-U. |
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Titel | Bilingual, offen, konzeptlos. Was Schulen mit reformpädagogischen Bildungskonzepten zum fremdsprachlichen Lernen versprechen und nicht halten. |
Quelle | Aus: Breidbach, Stephan (Hrsg.); Viebrock, Britta (Hrsg.): Content and language integrated learning (CLIL) in Europe. Research perspectives on policy and practice. Frankfurt am Main: P. Lang (2013) S. 65-83 |
Beigaben | grafische Darstellungen |
Sprache | deutsch |
Dokumenttyp | gedruckt; Sammelwerksbeitrag |
ISBN | 978-3-631-64400-3 |
Schlagwörter | Reformpädagogik; Empirische Untersuchung; Längsschnittuntersuchung; Unterrichtsbeobachtung; Lernsituation; Deutschland; Englischunterricht; Fremdsprachenunterricht; Grundschule; Hamburg; Längsschnittuntersuchung; Mehrsprachigkeit; Schulprogramm; Reformpädagogik; Unterrichtsbeobachtung; Lernsituation; Unterrichtssprache; Interkulturelle Kompetenz; Konzeption; Lernwerkstatt; Schulprogramm; Grundschule; Interkulturelle Bildung; Interkulturelle Kompetenz; Offenes Lernen; Sprachstandsforschung; Unterrichtssprache; Bilingualer Unterricht; Fremdsprachenunterricht; Mehrsprachigkeit; Englischunterricht; Lernwerkstatt; Konzeption; Deutschland; Hamburg |
Abstract | In September 2008, Hamburg's "most innovative" school project opened its doors -"Flachsland Zukunftsschule" combines different concepts and traditions of educational progressivism with bilingual teaching and learning. In the German context so far only a few primary schools can be found which apply bilingual learning at all. Whilst most of the schools resort to the immersion concept in which all of the available subjects are taught in the foreign language, in Flachsland pupils decide on their own, which language to work with in different subject matters. In this context Flachsland teachers see themselves confronted with several questions, which need to be answered in order to convey the pupils' learning processes best: How can first graders, who can neither yet read and write in their L1 nor in their L2 receive enough language input in such settings? How should the daily routines be organized to cater for self-directed forms of learning but also ensure plenty of foreign language interaction? In how far are more structured and form focused units necessary in order to support the pupils' development in the foreign language? This article will summarise the results of a longitudinal research study, including teacher, learner and parental interviews as well as two tests, carried out in Flachsland between 2008 and 2010 and draw some conclusions for the combination of CLIL and self-directed forms of learning at Primary level. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2015/2 |