Teaching Young Learners in Bilingual Settings (eBook)

Paul Berge ist Grundschullehrer in Dortmund. Er promovierte an der Universität Trier.

1Introduction
1.1Background and rationale
1.1.1Historical and theoretical foundations of CLIL
1.1.2Research results on CLIL outcomes in Germany
1.1.3The CLIL context of the present study: Dortmund International Primary Schools (DIPS)
1.1.4Researching teachers' cognitions
1.1.5Research results on CLIL teachers' cognitions
1.2Purpose of the study
1.3Eliciting teachers' cognitions related to CLIL practices
1.4Outline of chapters
2CLIL and its Foundations in Theories of Second Language Acquisition
2.1CLIL and Immersion: Foundations and principles
2.1.1Immersion
2.1.2Content and Language Integrated Learning
2.1.3CLIL goals
2.2Theories of second language acquisition
2.2.1Usage-based theories: Input, output, and interaction
2.2.2Sociocultural theory: Mediation, zone of proximal development, and collaborative dialogue
2.2.3Complex systems approach: Affordances, co-adaptation, and learner agency
2.3Summary
3Early Foreign Language Learning at Primary Level
3.1Principles of foreign language instruction at primary school
3.1.1Authenticity
3.1.2English as the language of instruction
3.1.3Multisensory Learning
3.1.4Play-based Learning
3.1.5Visualization
3.1.6Prioritizing listening and speaking
3.1.7Differentiation and individualization
3.1.8Theme-oriented teaching
3.2CLIL at primary school in Germany
3.2.1Age and foreign language learning
3.2.2Organization
3.2.3Subjects
3.2.4Curricula: English and Science
3.2.5Teacher requirements and competences
3.2.6Classroom interaction
3.2.7L1 and L2 use
3.2.8Motivation
3.3Summary
4Teacher Cognition
4.1History of the study of teacher cognition
4.2Goals of teacher cognition studies
4.3Terminology and constructs of teacher cognition
4.4CLIL teachers' cognitions
4.4.1Teacher types
4.4.2CLIL teachers' goals
4.4.3Teachers' approaches
4.5Summary
5Methods and Research Design
5.1Aims and research questions
5.2Methods
5.2.1Collecting and analyzing verbal data
5.2.2Semi-structured interviews
5.2.3Classroom observations
5.2.4Qualitative content analysis
5.3Research design
5.3.1Research context: Dortmund International Primary Schools
5.3.2Research participants
5.3.3Data gathering procedures
5.3.4Data analysis procedures
5.4Research quality
5.4.1Validity
5.4.2Reliability
5.5Summary
6Results
6.1Research question 1: What cognitions do teachers hold about teaching and learning in primary school CLIL?
6.1.1Cognitions about the role of content, L1, and L2
6.1.2Cognitions about young learner SLA in CLIL
6.1.3Cognitions about choosing CLIL topics and activities
6.1.4Cognitions about teacher competences and demands
6.1.5Cognitions about student characteristics
6.1.6Summary
6.2Research question 2: What language-related educational goals do teachers work toward?
6.2.1Foreign language learning goals
6.2.2General pedagogic goals that support language learning
6.2.3Summary
6.3Research question 3: What approaches do teachers believe are best for achieving these goals?
6.3.1Focus on input
6.3.2Know the students
6.3.3Scaffolding
6.3.4Motivate students
6.3.5Student choice of language
6.3.6Teach language explicitly
6.3.7Plan for more time
6.3.8Build links to other subjects
6.3.9Summary
7Discussion
7.1Teachers' cognitions about teaching and learning in primary school CLIL
7.2Teachers' cognitions about language-related educational goals in CLIL
7.3Teachers' cognitions about approaches most effective for achieving CLIL goals
7.4Influence of the DIPS program design on teachers' cognitions
7.5Summary
8Conclusion
8.1Limitations
8.2Implications
8.3Further re