Sometimes Less Is More: Educational Effectiveness of English as a Foreign Language Instruction in German Classrooms

Autor/inn/en	Leucht, Michael; Prieß-Buchheit, Julia; Pant, Hans Anand; Köller, Olaf
Titel	Sometimes Less Is More: Educational Effectiveness of English as a Foreign Language Instruction in German Classrooms
Quelle	In: School Effectiveness and School Improvement, 24 (2013) 4, S.435-451 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2012.758640
Schlagwörter	Second Language Instruction; Second Language Learning; Instructional Effectiveness; English (Second Language); Foreign Countries; Secondary School Students; Socioeconomic Background; Student Attitudes; Comparative Education; Language Tests; Reading Comprehension; Listening Comprehension; Achievement Gains; Questionnaires; Scores; Learning Motivation; Germany; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sekundarschüler; Sozioökonomische Lage; Schülerverhalten; Vergleichende Erziehungswissenschaft; Language test; Sprachtest; Leseverstehen; Hörverständnis; Achievement gain; Leistungssteigerung; Fragebogen; Motivation for studies; Lernmotivation; Deutschland
Abstract	This paper evaluates the effect of differing amounts of schooling on outcomes of lower secondary education. Two groups of German academic track students are compared who chose English as either their first (EFFL; "n" = 2,771) or second (ESFL; "n" = 345) foreign language throughout secondary school. While EFFL students receive an additional school year of EFL instruction, ESFL students are known to be positively selected in terms of cognitive aptitudes and socioeconomic background. This paper evaluates the impact of varying amounts of schooling on EFL achievement while accounting for student selectivity within a potential outcomes framework. Corresponding results illustrate no such impact. Alternative explanations are discussed and implications regarding the field of educational effectiveness research (EER) are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10