Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way: An Intervention Study with Primary School Children

Autor/inn/en	Busse, Vera; Cenoz, Jasone; Dalmann, Nina; Rogge, Franziska
Titel	Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way: An Intervention Study with Primary School Children
Quelle	In: Language Learning, 70 (2020) 2, S.382-419 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Busse, Vera)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12382
Schlagwörter	Intervention; Elementary School Students; Multilingualism; Second Language Learning; Immigration; English (Second Language); Student Characteristics; Units of Study; Human Body; Vocabulary Development; Time on Task; Foreign Countries; Language Usage; Experiential Learning; Native Language; Comparative Analysis; Pretests Posttests; Student Attitudes; Self Concept; Affective Behavior; Teaching Methods; Achievement Gains; Science Instruction; German; Germany + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Lerneinheit; Menschlicher Körper; Wortschatzarbeit; Zeitaufwand; Ausland; Sprachgebrauch; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Selbstkonzept; Affective disturbance; Active behaviour; Affektive Störung; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Deutscher; Deutschland
Abstract	Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English-foreign-language learners in Germany (N = 42, M[subscript age] = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45-minute lessons). Drawing on multilingual education and second language motivational research, we encouraged children in the intervention group to use their linguistic resources, and they engaged with two affective-experiential activities aimed at stimulating attitudinal aspects of learning. We investigated intervention effects through pre-, post-, and follow-up tests. We measured affect after each lesson. The intervention group displayed higher plurilingual ideal self aspirations after the intervention and higher positive affect throughout the intervention. Importantly, the intervention group made significantly larger vocabulary learning gains than the control group despite spending less time on task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01