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Title:
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Language Awareness bei bilingual und monolingual unterrichteten Schülerinnen und Schülern: Eine komparative Studie. (Language Awareness and Content and Language Integrated Learning: A comparative study)
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Author:
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Sylvia Fehling
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Email:
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click here to access email
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Homepage:
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http://www.uni-kassel.de/~sfehling/
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Degree Awarded:
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University of Kassel
, Department of English and Romance Languages
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Degree Date:
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2004
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Linguistic Subfield(s):
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Applied Linguistics
Language Acquisition
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Subject Language(s):
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English
German, Standard
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Director(s):
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Claudia Finkbeiner
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Abstract:
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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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