Multilingualität und psychosoziale Selbstkonzeptwerte am Beispiel der interkulturellen Settings im Wiener Schulversuch "Europäische Mittelschule" / "European Middle School" (EMS).

Autor/in	Seebauer, Renate
Titel	Multilingualität und psychosoziale Selbstkonzeptwerte am Beispiel der interkulturellen Settings im Wiener Schulversuch "Europäische Mittelschule" / "European Middle School" (EMS).
Quelle	Aus: Aguado, Karin (Hrsg.); Hu, Adelheid (Hrsg.): Mehrsprachigkeit und Mehrkulturalität. Dokumentation des 18. Kongresses für Fremdsprachendidaktik, veranstaltet von der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF), Dortmund, 4.-6. Oktober 1999. Berlin: Pädagogischer Zeitschriftenverlag (2000) S. 61-74Verfügbarkeit
Reihe	Beiträge zur Fremdsprachenforschung. 6
Beigaben	Anmerkungen 2; Literaturangaben 3; Tabellen
Sprache	deutsch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-00-003776-4; 978-3-00-003776-4
Schlagwörter	Empirische Forschung; Fragebogen; Schulversuch; Fremdsprachenunterricht; Mehrsprachigkeit; Österreich
Abstract	New possibilities for the intensification of cultural and economic contacts have emerged as a result of the manifold changes in central European regions during the last decade, especially between Austria and it's neighbouring states, i.e. the Czech Republic, the Slovak Republic and Hungary. Through Austria's much emphasised role of "bridging the gap" Vienna in particular is of special significance concerning the creation of educational offers which take into account the current developments. The creation of a school type with multilingual teaching and a multilingual population of students (German, English, Czech, Slovakian, Hungarian) in Vienna (since the school year 1997/98) gives rise to the question of which languages are spoken in formal and informal settings and of which countries of origin the children's informal groupings (circle of friends) consists. A further question concerns the formation of conception of self value in the context of experience of foreign languages. It could be shown that there is a strong trend towards the use of the mother tongue in formal as well as in informal settings, followed by German. English is not significant as a means of communication. What seems to be of importance, however, are the significantly more favourable psychosocial values of self conception of the children in the experimental school: "Getting to know other children easily" and "dealing without fear with foreigners" are among others essential requirement which will be relevant not only on the threshold to the third millenium. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2025/4