The effects of language transfer as a resource in instruction.

Autor/inn/en	Göbel, Kerstin; Vieluf, Svenja
Titel	The effects of language transfer as a resource in instruction.
Quelle	Aus: Grommes, Patrick (Hrsg.); Hu, Adelheid (Hrsg.): Plurilingual education. Policies - practices - language development. Amsterdam [u.a.]: Benjamin (2014) S. [182]-195Verfügbarkeit
Reihe	Hamburg studies on linguistic diversity. 3
Beigaben	Illustration
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-90-272-1416-4
Schlagwörter	Empirische Untersuchung; Leistungssteigerung; Transfer; Ausländer; Deutschland; Deutschunterricht; Englischunterricht; Fremdsprache; Lehrer; Mehrsprachigkeit; Muttersprache; Schüler; Spracherwerb; Sprachkompetenz; Transfer; Regressionsanalyse; Leistungssteigerung; Lernerfahrung; Wirkung; Sprachförderung; Einsprachigkeit; Lehrer; Schüler; Lernerfahrung; Deutschunterricht; Spracherwerb; Sprachförderung; Sprachkompetenz; Einsprachigkeit; Fremdsprache; Mehrsprachigkeit; Zweitsprache; Englischunterricht; Regressionsanalyse; Muttersprache; Migrationshintergrund; Migrationshintergrund; Einflussfaktor; Wirkung; Zweitsprache; Ausländer; Jugendlicher; DESI (Deutsch-Englisch-Schülerleistungen-International); Deutschland
Abstract	The support of multilingualism within the European Union is one of the central concerns of the Commission of the European Communities. The contextually-bound and flexible use of several languages is regarded as a key qualification, both for individual and social purposes. Within the framework of education in early infancy, the countries involved (in the CotEC) are supposed to promote initiatives that support multilingualism in European societies (European Commission 2005). So, how can the raising of awareness for interlingual phenomena, be encouraged systematically in the context of language instruction and how do students with different language learning experiences benefit from this instructional support? The following contribution addresses this question in the context of English as a second language and German language instruction. It is a shortened and complemented version of an article written by Göbel, Vieluf, and Hesse (2010), previously published in German language. The analysis of a survey on a total amount of about 11.000 students and 440 teachers from different school types show that language transfer promoting instruction is seldom integrated in German and English classes. Still it can be shown, that language transfer promoting instruction has a positive effect on the language competence development of students in ESL classes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2016/4