Literaturnachweis - Detailanzeige
| Autor/inn/en | Fleckenstein, Johanna; Preusler, Sandra; Möller, Jens |
|---|---|
| Titel | Sprachliches Selbstkonzept dual-immersiv unterrichteter Schülerinnen und Schüler. |
| Quelle | In: Fremdsprachen lehren und lernen, 50 (2021) 1, S. 50-68 |
| Beigaben | Literaturangaben; Tabellen 4 |
| Sprache | deutsch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0932-6936 |
| Schlagwörter | Empirische Forschung; Englisch; Deutsch; Empirische Forschung; Deutsch; Immersion; Vergleichende Analyse; Englisch |
| Abstract | Two-way immersion programs educate L1 speakers of a majority language with native speakers of a minority language while providing instruction in both languages. Learners' verbal selfconcepts in such programs has rarely been investigated. In the present study, the authors compared self-concepts in German (as the majority language) and English (as a third language) of N = 617 pupils of the ninth grade plus all other 15-year-olds (in analogy to PISA) at a dual-immersive school (the State European School Berlin, SESB) with a representative comparison group of N = 2,672 pupils from mainstream schools. Multivariate regression analyses showed that both verbal self-concepts were higher at SESB, particularly for adolescents who grew up speaking only German monolinguals). Verbal self-concepts were strongly associated with language skills in the two subjects. The authors discuss the results with regard to reference group effects. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2021/3 |
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