LINGUIST List 16.786

Tue Mar 15 2005

Diss: Applied Ling: Fehling: 'Language Awareness ...'

Editor for this issue: Takako Matsui <takolinguistlist.org>


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        1.    Takako Matsui, Language Awareness bei bilingual und monolingual unterrichteten Schülerinnen und Schülern: Eine komparative Studie.


Message 1: Language Awareness bei bilingual und monolingual unterrichteten Schülerinnen und Schülern: Eine komparative Studie.

Date: 15-Mar-2005
From: Takako Matsui <takolinguistlist.org>
Subject: Language Awareness bei bilingual und monolingual unterrichteten Schülerinnen und Schülern: Eine komparative Studie.


Institution: University of Kassel
Program: Department of English and Romance Languages
Dissertation Status: Completed
Degree Date: 2004

Author: Sylvia Fehling

Dissertation Title: Language Awareness bei bilingual und monolingual
unterrichteten Schülerinnen und Schülern: Eine komparative
Studie. (Language Awareness and Content and Language
Integrated Learning: A comparative study)

Linguistic Field(s): Applied Linguistics
Language Acquisition

Subject Language(s): English (ENG)
German, Standard (GER)


Dissertation Director(s):
Claudia Finkbeiner

Dissertation Abstract:

The research project focuses on Language Awareness in Content and Language
Integrated Learning (CLIL). CLIL indicates that subjects such as history,
geography, biology and politics are taught in a foreign language, generally
English or French. In this project the impact of CLIL on the development of
Language Awareness is examined. The Language Awareness of pupils participating
in CLIL is compared with the Language Awareness of pupils in conventional
foreign language classes. The project focuses on the following research questions:

· Are there already differences in Language Awareness at the beginning of grade
7 between pupils in bilingual classes and pupils in conventional foreign
language classes?
· In which domains of Language Awareness are there differences at the beginning
of grade 7?
· Are there differences in the Language Awareness between pupils in bilingual
classes and pupils in conventional foreign language classes after one,
respectively two years of CLIL?
· Which domains of Language Awareness are fostered through CLIL?
· Does the verbal intelligence of pupils who take CLIL classes differ from the
verbal intelligence of pupils who take conventional foreign language classes?
· Is there a correlation between the pupils' verbal intelligence and their
Language Awareness?

An empirical study which triangulated qualitative and quantitative data was
conducted for two years. Within this longitudinal study, data from 193 pupils
were collected: Research participants were pupils between the ages of 12 to 14
(grades 7 and 8) at four German secondary schools. In each school the following
tests and questionnaires were used:

1. Language Awareness-Test (LAT)
2. Questionnaire for Pupils (Schülerfragebogen: SFB)
3. Cognitive Abilities Test (Kognitiver Fähigkeits-Test: KFT)

Research methods, e. g. significance tests and qualitative content analyses,
were used to evaluate and interpret the data.
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