Bili für alle? Ergebnisse und Perspektiven eines Forschungsprojekts zur Einführung bilingualer Module in einer Hauptschule.

Autor/in	Schwab, Götz
Titel	Bili für alle? Ergebnisse und Perspektiven eines Forschungsprojekts zur Einführung bilingualer Module in einer Hauptschule.
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. 297-314Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-631-64400-3
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Hauptschule; Werkrealschule; Lehrer; Schüler; Leistungsbeurteilung; Schülerleistung; Videoaufzeichnung; Sprachstandsforschung; Bilingualer Unterricht; Mehrsprachigkeit; Englisch; Modellversuch; Migrationshintergrund; Sachunterricht; Fachunterricht; Baden-Württemberg; Deutschland
Abstract	In this paper the author will take a closer look at a German classroom where teachers follow the rationale of Content and Language Integrated Learning (CLIL). However, there are some particularities that make this endeavour unique. While CLIL is usually considered as appropriate for more advanced learners, teachers in this school have decided that using English as a foreign language in content subjects is not only possible with low achieving students, often with a migration background, but it also gives them an advantage over other foreign language learners. Furthermore, the CLIL methodology is used right from the beginning of secondary education in class 5 when pupils are around 10 years old, only having had English as a foreign language during the four years of primary school. While CA-methodology was employed to provide a deeper insight into how participants shape classroom interaction, the author also made use of psycholinguistic methodology such as Processability Theory to better describe the progress in second/foreign language acquisition of the learners over the inquiry period of two years. Furthermore a number of interviews with students, teachers and parents were conducted. This study provides insights into what language learners in CLIL settings can (or cannot) achieve, even when being taught at the German "Hauptschule" and considered as less capable or low achieving students. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2