English in Elementary Schools (eBook)
208 Seiten
Narr Francke Attempto Verlag
978-3-8233-9451-8 (ISBN)
Dr. habil. Anja K. Steinlen ist wissenschaftliche Mitarbeiterin am Lehrstuhl für Fremdsprachendidaktik an der Friedrich-Alexander-Universität Erlangen-Nürnberg
Acknowledgements
Contents
1. Introduction
1.1 Factors affecting (foreign) language learning
2. Literature review
2.1 Definitions
2.1.1 Literacy
2.1.2 L1 reading
2.1.3 L2 reading
2.1.4 L1 writing
2.1.5 L2 writing
2.1.6 Some problems relating to phoneme-grapheme correspondences in German and English
2.2 English programs in elementary schools in Germany
2.2.1 Regular early foreign language programs in Germany
2.2.1.1 Controversial views on EFL reading and writing in elementary school
2.2.1.2 Curricula for English as a subject relating to reading and writing
2.2.1.3 English textbooks
2.2.1.4 Studies on regular EFL English programs in Germany
2.2.2 Bilingual programs
2.2.2.1 Characteristics of bilingual programs
2.2.2.2.1 Differences between bilingual programs and EFL programs
2.2.2.1.2 Different bilingual programs: CLIL vs. IM
2.2.2.1.3 Intensity of different bilingual programs
2.2.2.1.4 Bilingual programs as "elitist" programs
2.2.2.2 Curricula for bilingual teaching in Germany
2.2.2.3 Teacher supply for bilingual programs in Germany
2.2.2.4 Supply of materials for bilingual programs
2.2.2.5 Assessment in bilingual programs
2.2.2.6 Studies on L1 and L2 reading and writing in bilingual programs
2.2.2.6.1 L1 reading and writing
2.2.2.6.2 FL skills in regular vs. bilingual programs
2.2.2.6.3 FL skills in bilingual programs with differing FL intensity
2.3 Multilingual background
2.3.1 Facts and figures
2.3.2 School language literacy by language background
2.3.2.1 Minority language children's German literacy skills in regular programs
2.3.2.2 Minority language children's German literacy skills in bilingual programs
2.3.3 FL literacy by language background (L3 acquisition)
2.3.3.1 General models of L3 acquisition
2.3.3.2 FL skills of minority language children in regular FL programs
2.3.3.2.1 L3 Reading in regular programs
2.3.3.2.2 L3 Writing in regular programs
2.3.3.3 Foreign language skills of minority language children in bilingual programs
2.3.3.3.1 L3 reading in bilingual programs
2.3.3.3.2 L3 writing in bilingual programs
2.4 Gender
2.4.1. L1 literacy skills by gender
2.4.1.1 L1 literacy skills in mainstream programs by gender
2.4.1.2 L1 literacy skills in bilingual programs by gender
2.4.2 FL literacy skills by gender
2.4.2.1 FL literacy skills in mainstream programs by gender
2.4.2.2 FL literacy skills in bilingual programs by gender
2.4.2.3 Model of gender differences in FL learning
2.4.3 The interaction of gender and minority language background in language learning
2.5 Cognitive variables (focusing on nonverbal intelligence)
2.5.1 Nonverbal intelligence and bilingual children
2.5.2 Literacy skills by nonverbal intelligence
2.6 Social background
2.6.1 L1 literacy skills by SES
2.6.2 FL literacy skills by SES
2.6.3 The interaction of SES and language background on literacy skills
3. Research questions
4. Method
4.1 The schools and their programs
4.1.1 The Bili-50 program
4.1.2 The EFL program
4.1.3 The Bili-20 program
4.1.4 The Bili-70 program
4.2 Test material
4.2.1 Control measures: Family background and cognitive background
4.2.2 English tests
4.2.3 German tests
4.3 Subjects
5. Results
5.1 Within-group comparisons
5.2 Between-group comparisons
6. Discussion
6.1 Effectivity
6.1.1 German
6.1.2 English
6.1.2.1 Partial IM programs
6.1.2.2 Less intensive FL programs
EFL group
6.2 Language background
6.2.1 German
6.2.2 English
6.3 Gender
6.3.1 German
6.3.2 English
6.3.3 Interaction between gender and language background
6.4 Control variables
6.4.1 Cognitive background
6.4.2 Social background
6.5 Summary, limitations and future studies
6.5.1
Erscheint lt. Verlag | 11.1.2021 |
---|---|
Reihe/Serie | Multilingualism and Language Teaching |
Verlagsort | Tübingen |
Sprache | englisch |
Themenwelt | Geisteswissenschaften ► Sprach- / Literaturwissenschaft |
Schlagworte | Foreign Language Teaching • Fremdsprachenunterricht • Language acquisition • Linguistics • Linguistik • Mehrsprachigkeit • Multilingualism • Schulen • Spracherwerb |
ISBN-10 | 3-8233-9451-7 / 3823394517 |
ISBN-13 | 978-3-8233-9451-8 / 9783823394518 |
Haben Sie eine Frage zum Produkt? |
![PDF](/img/icon_pdf_big.jpg)
Größe: 2,0 MB
DRM: Digitales Wasserzeichen
Dieses eBook enthält ein digitales Wasserzeichen und ist damit für Sie personalisiert. Bei einer missbräuchlichen Weitergabe des eBooks an Dritte ist eine Rückverfolgung an die Quelle möglich.
Dateiformat: PDF (Portable Document Format)
Mit einem festen Seitenlayout eignet sich die PDF besonders für Fachbücher mit Spalten, Tabellen und Abbildungen. Eine PDF kann auf fast allen Geräten angezeigt werden, ist aber für kleine Displays (Smartphone, eReader) nur eingeschränkt geeignet.
Systemvoraussetzungen:
PC/Mac: Mit einem PC oder Mac können Sie dieses eBook lesen. Sie benötigen dafür einen PDF-Viewer - z.B. den Adobe Reader oder Adobe Digital Editions.
eReader: Dieses eBook kann mit (fast) allen eBook-Readern gelesen werden. Mit dem amazon-Kindle ist es aber nicht kompatibel.
Smartphone/Tablet: Egal ob Apple oder Android, dieses eBook können Sie lesen. Sie benötigen dafür einen PDF-Viewer - z.B. die kostenlose Adobe Digital Editions-App.
Buying eBooks from abroad
For tax law reasons we can sell eBooks just within Germany and Switzerland. Regrettably we cannot fulfill eBook-orders from other countries.
aus dem Bereich