A quasi-experimental study on 1,000 learners shows large initial differences between future CLIL and non-CLIL students due to selection and preparation effects.
Author: Dominik Rumlich
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
The author uses a theoretical account rooted in TEFL, language acquisition and educational psychology to provide the basis for the development of a comprehensive model of language learning in CLIL. It incorporates prior knowledge, EFL self-concept, interest in EFL classes, verbal cognitive abilities and contact to English. This model is used to estimate the effects of CLIL in the context of high-intensity programmes at German Gymnasien. The statistical evaluation of the quasi-experimental data from 1,000 learners proves the existence of large initial differences due to selection, preparation and class composition effects. After two years, one finds no significant effects of CLIL apart from a minor increase in self-concept, suggesting that the actual effects of CLIL have often been overestimated.
Few programmes, apart from those developed in Germany, take sufficient
account of the need to develop specialised linguistic skills ... See also: Bilingual
education; Bilingualism; Content and language integrated learning;
Contentbased instruction; ... California State Department of Education (1981)
Schooling and Language Minority Students: A Theoretical Framework, Los
Angeles: Evaluation, ...
Author: Michael Byram
The Routledge Encyclopedia of Language Teaching and Learning is an authoritative reference dealing with all aspects of this increasingly important field of study. Offering a comprehensive range of articles on contemporary language teaching and its history, it has been produced specifically for language teaching professionals and as a reference work for academic studies at postgraduate level. In this new edition, every single entry has been reviewed and updated with reference to new developments and publications. Coverage has been expanded to reflect new technological, global and academic developments, with particular attention to areas such as online and distance learning, teacher and learner cognition, testing, assessment and evaluation, global English and teacher education. Themes and disciplines covered include: Methods and materials, including new technologies and materials development Contexts and concepts, such as mediation, risk-taking in language learning and intercomprehension Influential figures from the early days of language teaching to the contemporary Related disciplines, such as psychology, anthropology and corpus linguistics It covers the teaching of specific languages, including Japanese, Chinese, Arabic and African languages, as well as English, French, German and Spanish. There are thirty five overview articles dealing with issues such as communicative language teaching, early language learning, teacher education and syllabus and curriculum design. A further 160 entries focus on topics such as bilingualism, language laboratories and study abroad. Numerous shorter items examine language and cultural institutions, professional associations and acronyms. Multiple cross-references enable the user to browse from one entry to another, and there are suggestions for further reading. Written by an international team of specialists, the Routledge Encyclopedia of Language Teaching and Learning is an invaluable resource and reference manual for anyone with a professional or academic interest in the subject.
1986 , Minority Education and Ethnic Survival : Case - study of a German School
in Denmark . Clevedon : Multilingual ... SWAIN , M. and LAPKIN , S. 1982 ,
Evaluating Bilingual Education : A Canadian Case Study . Clevedon :
Author: Hugo Baetens Beardsmore
Publisher: Multilingual Matters
Describes well established, non-experimental forms of bilingual education in publicly funded, non-elitist schools throughout Europe: Welsh in Britain, Catalan and Basque in Spain, heritage language maintenance in Belgium, trilingual education in the entire Luxembourg school system, and others. Focuses on the perspective of the administrator and the teacher. Annotation copyright by Book News, Inc., Portland, OR
Transitional programs are not common in Canada . One finds , however , a few
examples of bilingual programs in Ukranian or German ( in Alberta ) , or “
heritage language ” programs in which a minority language is taught after the
school day ...
Author: Merrill Swain
Publisher: Clevedon, Avan : Multilingual Matters Limited
This book challenges the popular assumption that scholarly research is generally inaccessible to the lay reader. Evaluating Bilingual Education: A Canadian Case Study was written as a synthesis and overview of a number of evaluations of French immersion programs in Canada. It is a non-technical yet thorough description of Canadian research in this area, intended not only for researchers, but also for parents, educators and policy makers. Details are provided on the salient features of immersion programs in Canada, the instructional approach used, and the academic, linguistic, social and psychologucal outcomes associated with these programs. This in-depth description of one approach to bilingual education - immersion - permits the reader to determine its relevance to his/her own particular socio-political context and educational setting.
The English competence of French - speaking students in a bilingual setting .
Canadian Modern ... EEC pilot scheme in nursery and primary education in Genk
: Initial educational strategies for immigrant children . Annual evaluation report ,
November 1977 . Rees , 0 . 1981 . ... Rist , R . 1978 . Guestworkers in Germany .
Author: Jim Cummins
Publisher: Toronto, Ont. : Ministry of Education : Publications Sales, Ontario Institute for Studies in Education
Research literature concerning the effects of incorporating the heritage languages of minority students into the regular school curriculum either as subjects or as mediums of instruction is reviewed. Program evaluations from Canada, the United States, and Europe consistently show that the use of a minority language as a medium of instruction for all or part of the school day entails no long-term loss in the development of academic skills in the majority language. There is also evidence that bilingual programs can both encourage minority parent involvement in their children's schooling and facilitate the development of minority students' academic skills. However, this pattern does not invariably emerge in the evaluation data, and further research is required to understand fully the complex interactions that appear to exist between language of instruction and a range of individual, educational, and social factors. Virtually no research data are available on the academic effects of teaching heritage languages as subjects, as opposed to using the languages as a medium of instruction. Also, because most program evaluations focus primarily on academic outcomes, little or no data are available on the impact of bilingual or heritage language programs on the educational system as a whole. Three major policy implications of the research are addressed. (Author/SW)
All of the following programs have been termed as bilingual education even if a
student's native language is not employed in the program . ... Research studies
evaluating these bilingual education programs have been controversial. 7 .
Author: Wolfgang Johannes Helbich
Publisher: German-Amer Cultural Society
Making comparisons is central to the study of immigration and ethnicity because these fields by their very nature examine patterns of contact and interaction among different groups. By adopting a comparative approach, historians can test traditional stereotypes about various immigrant populations, pointing out the defining characteristics of these groups and explaining why certain cultural patterns persist while others disappear. The essays in this volume include studies on the similarities and differences among German Catholics and other Catholic groups in America, the political activities of nineteenth-century German and Irish immigrants, and German-American responses to the differing policies of the Weimar Republic and Nazi Germany. Distributed for the Max Kade Institute for German-American Studies, University of Wisconsin–Madison.