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An increasing number of multilingual students, often with a migration background, are attending elementary schools in Germany these days. Also on the rise is the number of schools offering a bilingual program, where content subjects such as science and mathematics are taught in a foreign language. This book explores minority and majority language students' German and English reading and writing skills in elementary schools which offer either regular English-as-subject lessons or bilingual programs with varying degrees of English intensity. The focus is on effects of foreign language input…mehr

Produktbeschreibung
An increasing number of multilingual students, often with a migration background, are attending elementary schools in Germany these days. Also on the rise is the number of schools offering a bilingual program, where content subjects such as science and mathematics are taught in a foreign language. This book explores minority and majority language students' German and English reading and writing skills in elementary schools which offer either regular English-as-subject lessons or bilingual programs with varying degrees of English intensity. The focus is on effects of foreign language input intensity with respect to students' language background, gender, cognitive abilities, and socio-economic background. This book also provides recommendations for English reading and writing activities in the elementary school classroom.
  • Produktdetails
  • Multilingualism and Language Teaching 7
  • Verlag: Narr
  • Artikelnr. des Verlages: 18451
  • 1. Auflage
  • Seitenzahl: 208
  • Erscheinungstermin: Januar 2021
  • Englisch
  • Abmessung: 221mm x 149mm x 22mm
  • Gewicht: 324g
  • ISBN-13: 9783823384519
  • ISBN-10: 3823384511
  • Artikelnr.: 60345555
Autorenporträt
Dr. habil. Anja K. Steinlen ist wissenschaftliche Mitarbeiterin am Lehrstuhl für Fremdsprachendidaktik an der Friedrich-Alexander-Universität Erlangen-Nürnberg
Inhaltsangabe
AcknowledgementsContents1. Introduction1.1 Factors affecting (foreign) language learning2. Literature review2.1 Definitions2.1.1 Literacy2.1.2 L1 reading2.1.3 L2 reading2.1.4 L1 writing2.1.5 L2 writing2.1.6 Some problems relating to phoneme-grapheme correspondences in German and English2.2 English programs in elementary schools in Germany2.2.1 Regular early foreign language programs in Germany2.2.1.1 Controversial views on EFL reading and writing in elementary school2.2.1.2 Curricula for English as a subject relating to reading and writing2.2.1.3 English textbooks2.2.1.4 Studies on regular EFL English programs in Germany2.2.2 Bilingual programs2.2.2.1 Characteristics of bilingual programs2.2.2.2.1 Differences between bilingual programs and EFL programs2.2.2.1.2 Different bilingual programs: CLIL vs. IM2.2.2.1.3 Intensity of different bilingual programs2.2.2.1.4 Bilingual programs as "elitist" programs2.2.2.2 Curricula for bilingual teaching in Germany2.2.2.3 Teacher supply for bilingual programs in Germany2.2.2.4 Supply of materials for bilingual programs2.2.2.5 Assessment in bilingual programs2.2.2.6 Studies on L1 and L2 reading and writing in bilingual programs2.2.2.6.1 L1 reading and writing2.2.2.6.2 FL skills in regular vs. bilingual programs2.2.2.6.3 FL skills in bilingual programs with differing FL intensity2.3 Multilingual background2.3.1 Facts and figures2.3.2 School language literacy by language background2.3.2.1 Minority language children's German literacy skills in regular programs2.3.2.2 Minority language children's German literacy skills in bilingual programs2.3.3 FL literacy by language background (L3 acquisition)2.3.3.1 General models of L3 acquisition2.3.3.2 FL skills of minority language children in regular FL programs2.3.3.2.1 L3 Reading in regular programs2.3.3.2.2 L3 Writing in regular programs2.3.3.3 Foreign language skills of minority language children in bilingual programs2.3.3.3.1 L3 reading in bilingual programs2.3.3.3.2 L3 writing in bilingual programs2.4 Gender2.4.1. L1 literacy skills by gender2.4.1.1 L1 literacy skills in mainstream programs by gender2.4.1.2 L1 literacy skills in bilingual programs by gender2.4.2 FL literacy skills by gender2.4.2.1 FL literacy skills in mainstream programs by gender2.4.2.2 FL literacy skills in bilingual programs by gender2.4.2.3 Model of gender differences in FL learning2.4.3 The interaction of gender and minority language background in language learning2.5 Cognitive variables (focusing on nonverbal intelligence)2.5.1 Nonverbal intelligence and bilingual children2.5.2 Literacy skills by nonverbal intelligence2.6 Social background2.6.1 L1 literacy skills by SES2.6.2 FL literacy skills by SES2.6.3 The interaction of SES and language background on literacy skills3. Research questions4. Method4.1 The schools and their programs4.1.1 The Bili-50 program4.1.2 The EFL program4.1.3 The Bili-20 program4.1.4 The Bili-70 program4.2 Test material4.2.1 Control measures: Family background and cognitive background4.2.2 English tests4.2.3 German tests4.3 Subjects5. Results5.1 Within-group comparisons5.2 Between-group comparisons6. Discussion6.1 Effectivity6.1.1 German6.1.2 English6.1.2.1 Partial IM programs6.1.2.2 Less intensive FL programsEFL group6.2 Language background6.2.1 German6.2.2 English6.3 Gender6.3.1 German6.3.2 English6.3.3 Interaction between gender and language background6.4 Control variables6.4.1 Cognitive background6.4.2 Social background6.5 Summary, limitations and future studies6.5.1