Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enTicheloven, Anouk; Schwenke-Lam, Trang; Fürstenau, Sara
TitelMultilingual teaching practices in primary classrooms in Germany: Language comparisons.
QuelleAus: Kirsch, Claudine (Hrsg.); Duarte, Joana (Hrsg.): Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education. 1. Aufl. London, UK: Routledge (2020) 18 S.
PDF als Volltext  Link als defekt melden    Verfügbarkeit 
ReiheRoutledge research in language education
BeigabenLiteraturangaben
ZusatzinformationForschungsdaten, Studiendetails und Erhebungsinstrumente
Spracheenglisch
Dokumenttyponline; gedruckt; Sammelwerksbeitrag
ISBN978-0-367-18135-2; 978-0-429-05967-4
DOI10.4324/9780429059674
SchlagwörterFragebogen; Schulentwicklung; Grundschule; Lehrer; Schüler; Interkulturelles Lernen; Lernen; Lehren; Sprachvergleich; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Muttersprache; Deutschland
AbstractThe present chapter investigates real life teaching practices used by teachers who reported to be open to multilingualism. The study focuses on one specific multilingual teaching strategy: language comparisons. The use of language comparisons has been promoted in the context of translanguaging, language awareness, and, more generally, holistic multilingual pedagogies. Since linguistic diversity in European and German classrooms is a constant, both national and European policy-makers emphasise the importance of comparing languages. To contribute to this field of research, we investigate how teachers in German classrooms use language comparisons in their lessons. To this end, we analysed quantitative questionnaire data and qualitative observation data from the research project "Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung", MIKS (Multilingualism as a Field of Action in Intercultural School Development). In the MIKS project, teachers from 17 German primary schools participated in a training program for professionalisation and school development. These programs are designed to develop constructive approaches to incorporate students' home languages into the classroom. Before and after the training program, teachers completed a questionnaire. During the training program, ethnographic observations were conducted in four focus schools. The pre-questionnaire results demonstrate that two-thirds of the teachers reported using language comparisons as a teaching strategy. The qualitative data show a recurring pattern with three different levels of teacher initiatives: teachers reacting to students' language comparisons; improvised spontaneous language comparisons; or undertaking planned language comparisons. (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update2021/2
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Die Wikipedia-ISBN-Suche verweist direkt auf eine Bezugsquelle Ihrer Wahl.
Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)