No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Bilinguale Kindergärten und Grundschulen: Wissenschaft und Praxis im Kieler Immersionsprojekt
... Schule in Altenholz, deren Immersionszweig von Prof. Henning Wode und seinem Team an der Universität Kiel wissenschaftlich betreut wird, regelmäßig untersucht. Am Ende jeden Schuljahres erzählten die Schüler eine Bildergeschichte auf Englisch(Kersten 2005). Anhand dieser Geschichten lässt sich der Fortschritt in der Fremdsprache Englisch gut dokumentieren. ...
... Anhand dieser Geschichten lässt sich der Fortschritt in der Fremdsprache Englisch gut dokumentieren. 7 Eine Studie vonKersten (2009) zeigt, dass Kinder aus der Altenholzer Grundschule am Ende der vierten Klasse mit 70% Immersion ein grammatisches Sprachniveau erreichen können, das mit natürlichem Zweitspracherwerb vergleichbar ist. Dies gilt sowohl für Kinder mit Vorkenntnissen wie auch für Kinder, die Englisch erst in der ersten Klasse begonnen haben. ...
Leitfaden für die Einrichtung von Immersions-Angeboten in Grundschulen
... Wode 2002Wode , 2004Wode , 2009) and Prof. Dr. Christiane M. Bongartz (University of Cologne, e.g. Bongartz 2007, Bongartz & Kersten 2007, Kersten 2005, as well as the research network ELIAS (Early Language and Intercultural Acquisition Studies, webpage: www.elias.bilikita.org). ...
... 4 L2 English production was regularly tested at the Claus-Rixen-School in Altenholz by Prof. Henning Wode and his team from the University of Kiel. At the end of each school year, the pupils were asked to tell a story from a picture book (Kersten 2005). On the basis of these stories it is possible to show the progress in terms of the children's English production skills. ...
Contents
Part A: BACKGROUND FOR IMMERSION
1. Preface
2. Why Multilingualism?
3. The Concept of Immersion
3.1 Selection of language and quantity of foreign language input
3.2 Prior knowledge from preschool
3.3 What distinguishes bilingual preschools from bilingual primary schools?
3.4 Selection of subjects
3.5 Literacy training
3.6 Didactic-methodological principles of immersion
3.7 Increase in learning
3.7.1 What results can be expected in the target language?
3.7.2 What results are to be expected in German?
3.7.3 Which results can be expected in the other subjects?
3.7.4 Reports for the results in the foreign language
Part B: PRACTICAL IMPLEMENTATION OF IMMERSION PROGRAMMES
1. Prerequisites
1.1 Legal and school political prerequisites
1.2 Planning time
1.3 Close cooperation between bilingual preschool and bilingual school
1.4 Setting up a private school with an immersion profile
1.5 Integrating an immersion programme into an existing school
2. Additional Efforts for the School
2.1 Additional subject costs
2.2 Selection of teachers
2.3 Additional costs for personnel
2.4 Work load for teachers
2.5 Team building
2.6 Selection of children
2.6.1 Suitability of children
2.6.3 Dyslexia
2.6.4 Children with non-German native language
3. What do Parents Expect and What is Expected of Parents?
4. Research and Exchange
5. Follow-up after Primary School
6. Other Questions
7. Conclusion
8. Lesson Materials and Practical Help
9. References
... Na gruncie niemieckim metodę immersji badał zespół naukowców skupionych wokół dwujęzycznej szkoły im. Clausa Rixena w Altenholz k/Kilonii (Wode, 2006;Kersten 2005). Można zatem przenieść tę metodę na grunt półsynchronicznych zdarzeń w sieci, gdzie użytkownicy na co dzień obcują z językiem angielskim, rozumianym jako lingua franca w tej dziedzinie. ...
... Dabei folgt der Unterricht genau dem Lehrplan der jeweiligen Regelschule (Zydatiß 2000:27f)." (Kersten 2005: 22) Dem Immersionskonzept liegt intuitives, implizites Fremdsprachenlernen zugrunde: ...
Zwei- und Mehrsprachigkeit ist in der deutschsprachigen Gesellschaft bereits Normalität, nicht erst seit ihrer bildungspolitischen Manifestierung 2001 durch den Europarat. Alle Kinder lernen in schulischen Institutionen eine erste schulische Fremdsprache, viele von ihnen verfügen bereits mit dem Schuleintritt über eine weitere nichtdeutsche Herkunftssprache. Dazu kommt die statistisch deutlich prosperierende Entwicklung mehrsprachiger, insbesondere aber bilingualer Angebote in vorschulischen Bildungsinstitutionen in staatlicher, kommunaler oder privater Trägerschaft. Die Realisierung von Zweisprachigkeit in Kindergärten und Grundschulen ist auch aus diesem Grund divers, ungesteuert und konzeptionell nicht standardisiert.
... The data presented here were collected in a bilingual elementary school, the Claus-Rixen Grundschule in Kiel, Germany. The school is one of several educational institutions, ranging from preschool to secondary levels (ages 3-18), which are monitored under the supervision of Henning Wode at Kiel University (see Kersten 2005, Wode 2001 for more information on the Kiel Bilingual Project). ...
Immersion programs have been claimed to be the most effective educational programs for the acquisition of a second language. This study focusses on ESL data from an immersion elementary school in Germany, which are analyzed within the framework of Processability Theory (PT, Pienemann 1998, 2005) and subsequently compared to PT data from naturalistic L2 acquisition. The paper puts a special focus on methodological issues of data analysis, especially with regard to coding decisions resulting from the form-function interface of linguistic structures. A fine-grained analytical grid is suggested, which is mainly based on the work of Pienemann (1998) and Pallotti (2003, 2007). The results indicate that, after four years of immersion schooling in a monolingual German environment, the participants in the program reached the final two stages of the processing hierarchy suggested by PT (stages 5 and 6) in L2 English, and are thus comparable to children learning English as a second language in a naturalistic context. With regard to data elicitation, it could be demonstrated that the profiling procedures suggested by PT can also be applied, with some limitations, to data sources not directly related to the PT framework.
... lung von Fremdsprachen (Wesche 2002 Kersten et al. 2002, Kersten 2005, Piske 2006, Wode 2002. Aus diesen Be richten lassen sich wichtige Einsichten fur jede neu einzurichtende Schute ableiten. ...
In recent years, early language learning has become increasingly popular in Germany. However, there are no uniform guidelines as to the implementation of immersion programs; consequently, school officials seeking to set up an immersion program are confronted with the difficult task to plan and implement their ideas. This paper gives an overview of important issues and strategies to consider when establishing a language immersion program. After providing a definition of the concept of immersion teaching, the article turns to important aspects of practical impementation and addresses a number of issue such as logistical considerations, choice of immersion language, teacher recruitment and parent participation. The implication is to plan comprehensively and to follow established best practices when starting an immersion program.
(Language of chapter: German.)
... With its focus on language acquisition in immersion institutions, the Kiel Immersion Project is the natural continuation of the Kiel Project on L2 acquisition (Felix 1978, Wode 1981, Wode 1988) and on early phonological development (Wode 1987(Wode , 1989(Wode , 1992(Wode , 1994 which was started in the 1980s. The Kiel Immersion Project aims at monitoring and evaluating a number of immersion institutions in Northern Germany ranging from preschool to high school education (Kersten 2005). Most of these institutions implemented a partial immersion program with the help and under the guidance of Henning Wode. ...
Variation in verbal morphology is a phenomenon which has been the object of linguistic research for a long time. Two competing sets of predictions have been put forth to account for the distribution of verbal inflections in learner language: The Aspect Hypothesis posits that learners predominantly use inflections to indicate categories of lexical aspect, while the Discourse Hypothesis claims that they are used to differentiate foreground from background in narratives. Drawing on a corpus of more than sixty L2 narrations elicited in a German-English immersion elementary school, this longitudinal study analyzes the interaction of lexical aspect and discourse grounding. The results confirm both predictions and show more clearly than previous research in what way both effects can interact with each other.
This volume focuses on the teaching of English as a foreign language to young learners at primary school. The volume features an introduction that covers essentials of teaching English to young learners from a theoretical, empirical, and neuroscientific perspective while also discussing the notion of a principled mindset, competence development, transcultural learning, the use of materials and literature, and lesson planning. The subsequent contributions cover reading and writing, bilingual programs, the transition from primary to secondary school, storybooks, the importance of self-selected fiction, anti-bias education, ways of encouraging young learners to speak, and professional advice for primary English language educators based on a qualitative analysis of interviews. Based on an international TEFL lecture series, researchers, teacher educators, and practising teachers from Germany, Switzerland, and the United States share their insights into these central issues and offer theoretical concepts for the professional development of (pre-service) primary school English teachers. Practical ideas and examples included in this volume aim to make theoretical constructs accessible and relatable for future teachers of English. The afterword features a look ahead by critically examining future challenges of primary school educators and highlighting (1) the great importance of an early start with English as a foreign language and (2) the need for developing national educational standards. This volume provides a research-based and practice-oriented foundation for (pre-service) English teachers wishing to expand their knowledge and gain an insight into recent developments in foreign language learning theories and concepts. Although mostly aimed at primary school educators, particularly the introductory chapter will be equally relevant for university students or teachers focusing on vocational and secondary school teaching, so that they develop an understanding of specific features of primary English language education and, as concerns secondary school teachers, can contribute to a smooth transition in the fifth grade.
In the school years 2015/2016 and 2018/2019, the authors accompanied and evaluated 21 public elementary schools in Bavaria, Germany, in a research collaboration with the Bildungspakt Bayern Foundation about bilingual (German/English) instruction in German elementary schools. The goal was to investigate how high the potential of implicit teaching and learning in a bilingual primary context is. Altogether, over 900 students, parents, and 42 teachers participated in the empirical long-term study (over 5 years) Learning in Two Languages –Bilingual Elementary School English. The findings not only show that students taught in the bilingual classes have a foreign language advantage and perform at least as well in mathematics and German as students in regular classes do, but also that they have a very positive attitude towards learning English in elementary school. These findings, the study, and its theoretical background are aimed to be portrayed in short in this chapter.
Zwei- und Mehrsprachigkeit ist in der deutschsprachigen Gesellschaft bereits Normalität, nicht erst seit ihrer bildungspolitischen Manifestierung 2001 durch den Europarat. Alle Kinder lernen in schulischen Institutionen eine erste schulische Fremdsprache, viele von ihnen verfügen bereits mit dem Schuleintritt über eine weitere nichtdeutsche Herkunftssprache. Dazu kommt die statistisch deutlich prosperierende Entwicklung mehrsprachiger, insbesondere aber bilingualer Angebote in vorschulischen Bildungsinstitutionen in staatlicher, kommunaler oder privater Trägerschaft. Die Realisierung von Zweisprachigkeit in Kindergärten und Grundschulen ist aus verschiedenen Gründen divers und konzeptionell nicht standardisiert.
Bu makale, iki dilli anaokullari ve anasiniflarina egitmen ve egitim danismani yetistirmek amaciyla bir yuksek lisans programi hazirlama calismalari konusunu ele almaktadir. Calisma, bir proje baglaminda; iki dilli egitimde gorev alacak personelin yetistirilmesi icin gelistirilen bir lisans programina dayanmaktadir. Soz konusu projenin amaci, Almanya'da yasayan Turk kokenli cocuklarin iki dilli egitimine destek vermektir. Bu proje kapsaminda tartisilan konular ve sorunlar sadece Almanya degil her iki ulkede yasayan cocuklarin iki dilli egitimine destek verecek uluslararasi ve cift diplomali bir yuksek lisans programinin gelistirilmesinin de islevsel olacagi dusuncesini akla getirmistir. Bu amaca yonelik olarak hazirlanmis bir yuksek lisans programi hem Almanya'da hem de Turkiye‘deki ic pazara hizmet verecektir. Ulkemizde, son yillarda iki dilli egitime talep giderek artmaktadir. Anaokullari ve anasiniflarinda tek dilli egitim yerine iki dilli egitim tercih edilmektedir. Egitim kurumlari sunduklari dil secenekleri ile rekabet ettmektedir. Ongorulen Yuksek Lisans Programi oncelikle Alman Dili ve Edebiyati, Almanca Ogretmenligi ve ayrica Okul Oncesi Ogretmenligi mezunlari arasinda ilgi ile karsilanacak, mezunlara yeni kariyer olanaklari sunacaktir.
Drawing on data from eleven preschools in four European countries (Germany, Belgium, Sweden, and the UK), this edited volume explores the progress of preschool children learning English over a period of two years. The second edited volume gives details on best practices in bilingual preschools as well as background and training on topics such as second language acquisition, intercultural communication, green immersion, material development and guidelines for language use and the implementation of bilingual preschools.
For some 10 years, Henning Wode has encouraged and supervised several immersion (IM) programs in Schleswig-Holstein, Germany. This paper is concerned with the latest of these institutions to have adopted immersion education with the L2 English. It investigates the longitudinal development of the acquisition of verbs and verbal inflections of the first cohort after one and after two years of schooling. So far, a preliminary analysis of 12 subjects has been carried out. Speech samples were elicited with the help of a picture story ("The Frog Story," Mayer 1969). Achievement levels which are reached by the children tested in this study werenin line with the order of development predicted by Pienemann (1998) for naturalistic L2 acquisition. The large amount of interlanguage -ing forms occurring in the data of grade 1 serves the function of a general verb marker irrespective of lexical or grammatical aspect as most of the subjects do not vary their verbal inflections with respect to the different linguistic surroundings. This indicated that they have not yet acquired the grammatically aspectual function of this form in grade 1, while for the American comparison group, the correct use of V-ing as aspect-marker for progressive actions is clearly visible. This phenomenon is not observed in the transcripts of the more advanced L2 learners. Regarding the Aspect Hypothesis, data of the first year confirm predictions to some extent, although other processes seem to be involved which are far more dominant than the marking of lexical aspect. This cannot be concluded, however, for data from the second year. The study is of particular relevance with regard to the efficiency of early partial immersion programs.
Second-language “Immersion” school programs that have been developed in Canada and the United States during the last two decades are described and the results of evaluative research pertaining to them are reviewed. Major Immersion program alternatives (i.e., Early, Delayed, and Late variants) along with their theoretical bases and pedagogical characteristics are described first. Research findings are then discussed with respect to the impact of participation in an Immersion program on the students' native-language development, academic achievement, second-language proficiency, and on their attitudes and second-language use. Also, the suitability of Immersion in different geographical/social settings and for students with distinctive, potentially handicapping characteristics is considered. It is concluded that second-language Immersion programs are feasible and effective forms of education for majority-language children with diverse characteristics.
This book marks a new development in the field of second language acquisition research. It explores the way in which language processing mechanisms shape the course of language development. Language Processing and Second Language Development thus adds one major psychological component to the search for a theory of second language acquisition. The core of the book is Pienemann’s Processability Theory which spells out which second language forms are processable at which developmental stage. The theory is based on recent research into language processing and is formalised within Lexical-Functional Grammar. The predictions of the theory are applied to the second language development of English, German, Japanese and Swedish. The theory is also tested in on-line experiments. In addition, Processability Theory has major implications for interlanguage variation (including task variation) and age-related differences in language acquisition. All of these issues are explored from a processing perspective with theoretical and empirical rigor.
The coming of language occurs at about the same age in every healthy child throughout the world, strongly supporting the concept that genetically determined processes of maturation, rather than environmental influences, underlie capacity for speech and verbal understanding. Dr. Lenneberg points out the implications of this concept for the therapeutic and educational approach to children with hearing or speech deficits.
In this article I demonstrate that the teachability of language is constrained by what the learner is ready to acquire. I set out a series of psychological constraints on teachability and relate these to the 'multidimensional model of SLA', taking a speech processing approch towards the explanation of language acquisition. This article supplies the empirical evidence for these constraints-namely experiments and longitudinal studies-which were available at the time of submission (1985). I take the position that while this research has important implications for 'formal interventions' in the acquisition process, the nature of such interventions do by no means follow from the research on teachability reported on in this article.
This book presents an account of the bilingual educational program near Montreal, Canada, referred to as the St. Lambert Experiment. It contains the following chapters: (1) Introduction, (2) The Research Plan and Procedures, (3) The Standings of the Pilot Classes at the End of Grade I, (4) The Follow-Up Classes at the End of Grade I, (5) The Pilot and Follow-Up Classes at Grade II, (6) The Pilot and Follow-Up Classes at Grade III, (7) The Pilot Class at Grade IV, (8) The Program's Effect on Pupils' Attitudes, (9) Pupils' Views of the Program, and (10) The Bilingual Education of Children In Perspective. The appendixes discuss the role of parents and present descriptions of the classes in action. Included are references and an index. (SK)
Cognitive, academic, first language, and second language abilities of language impaired children attending French immersion programs were assessed in kindergarten and in grade 1. After two years of instruction in a second language the linguistic and cognitive skills of these children were similar to a comparable group of language impaired children who were educated in their first language. The language impaired children were also acquiring proficiency in second language skills, although not to the same levels of proficiency as French immersion children with normal first language abilities. The results are discussed in light of current theories of optimal language of instruction.
Previous work in which we compared English infants, English adults, and Hindi adults on their ability to discriminate two pairs of Hindi (non-English) speech contrasts has indicated that infants discriminate speech sounds according to phonetic category without prior specific language experience (Werker, Gilbert, Humphrey, & Tees, 1981), whereas adults and children as young as age 4 (Werker & Tees, in press), may lose this ability as a function of age and or linguistic experience. The present work was designed to (a) determine the generalizability of such a decline by comparing adult English, adult Salish, and English infant subjects on their perception of a new non-English (Salish) speech contrast, and (b) delineate the time course of the developmental decline in this ability. The results of these experiments replicate our original findings by showing that infants can discriminate non-native speech contrasts without relevant experience, and that there is a decline in this ability during ontogeny. Furthermore, data from both cross-sectional and longitudinal studies shows that this decline occurs within the first year of life, and that it is a function of specific language experience.
This article had two aims: to provide a thorough review of the existing literature examining overall degree of foreign accent in a second language (L2), and to present a new foreign accent experiment. The literature review suggested that a wide variety of variables influence degree of foreign accent. These variables include age of L2 learning, length of residence in an L2-speaking country, gender, formal instruction, motivation, language learning aptitude and amount of native language (L1) use. Age of L2 learning appears to be the most important predictor of degree of foreign accent. However, the relative importance of the other variables is uncertain. This is because many variables relating to subject characteristics tend to be confounded, and because of lack of adequate experimental control in some studies. The experiment presented here examined the influence of Italian-English bilinguals' age of L2 learning, length of residence in an L2-speaking environment (Canada), gender, amount of continued L1 (Italian) use and self-estimated L1 ability on degree of L2 foreign accent. As expected from the literature review, both age of L2 learning and amount of continued L1 use were found to affect degree of foreign accent. Gender, length of residence in an L2-speaking country and self-estimated L1 ability, on the other hand, were not found to have a significant, independent effect on overall L2 pronunciation accuracy.
Lesefähigkeiten deutscher Kinder im frühen englischen Immersionsunterricht
- J Bachem
Bachem, J. (2004). Lesefähigkeiten deutscher Kinder im frühen englischen Immersionsunterricht. Magisterarbeit:
Universität Kiel.
Foreign Languages in Primary and Pre-School Education: Context and Outcomes. A Review of Recent Research Within the European Union
- C Blondin
- M Candelier
- P Edelenbos
- P Johnstone
- A Kubanek-German
- T Taeschner
Blondin, C., Candelier, M., Edelenbos, P., Johnstone, P., Kubanek-German, A., Taeschner, T. (Hrsg.) (1998). Foreign
Languages in Primary and Pre-School Education: Context and Outcomes. A Review of Recent Research Within
the European Union. London: CiLT.
How effective is late partial immersion? Some findings of a secondary school program in Germany
- P Burmeister
- A Daniel
Burmeister, P., Daniel, A. (2002). "How effective is late partial immersion? Some findings of a secondary school
program in Germany." In P. Burmeister, T. Piske, A. Rohde (Hrsg.), An Integrated View of Language
Development: Papers in Honor of Henning Wode. Trier: WVT, 499-515.
Früh und intensiv: Englische Immersion in der Grundschule am Beispiel der Claus-Rixen-Grundschule in Altenholz". fmf-Landesverband Schleswig Holstein
- P Burmeister
- R Pasternak
Burmeister, P., Pasternak, R. (2004). "Früh und intensiv: Englische Immersion in der Grundschule am Beispiel der
Claus-Rixen-Grundschule in Altenholz". fmf-Landesverband Schleswig Holstein, Mitteilungsblatt August
2004, 24-30.
Vingt-cinq ans d'immersion au Canada 1965-1990
- P Calvé
Calvé, P. (1991). "Vingt-cinq ans d'immersion au Canada 1965-1990." Etudes de Linguistique Appliquées 82, 8-30.
The Study of Second Language Acquisition
- R Ellis
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: OUP.
Second language learning and language attitudes
- F Genesee
Genesee, F. (1978). "Second language learning and language attitudes." Working papers on Bilingualism 16, 19-42.
Age in Second Language Acquisition. Clevedon: Multilingual Matters
- B Harley
Harley, B. (1986). Age in Second Language Acquisition. Clevedon: Multilingual Matters.
Profiling child ESL acquisition: Practical and methodological issues
- K Kersten
Kersten, K. (2004). "Profiling child ESL acquisition: Practical and methodological issues." Vortrag anläßlich des
Fourth International Symposium on Processability, Second Language Acquisition and Bilingualism. Sassari,
April 2004: University of Sassari.
Does an early start help? An SLA perspective
- J.-U Keßler
Keßler, J.-U. (2004). "Does an early start help? An SLA perspective." Vortrag anläßlich des Fourth International
Symposium on Processability, Second Language Acquisition and Bilingualism. Sassari, April 2004: University
of Sassari.
Frühbeginn und Lernersprache: Englischerwerb in der Primarstufe
- J.-U Keßler
Keßler, J.-U. (im Druck). "Frühbeginn und Lernersprache: Englischerwerb in der Primarstufe." In Schlüter, N. (Hrsg.),
Fortschritte im frühen Fremdsprachenlernen. Berlin: Cornelsen.
Vocal Learning in Infants: Development of Perceptual Motor Links for Speech
- P K Kuhl
- N Meltzoff
Kuhl, P.K., Meltzoff, N. (1995). "Vocal Learning in Infants: Development of Perceptual Motor Links for Speech." The
International Congress of Phonetic Sciences, Bd. 1, Stockholm, 146-149.
HAMLET 3-4. Hamburger Lesetest für 3. und 4. Klassen. Beiheft mit Anleitung
- R H Lehmann
- R Peek
- J Poerschke
Lehmann, R.H., Peek, R., Poerschke, J. (1997). HAMLET 3-4. Hamburger Lesetest für 3. und 4. Klassen. Beiheft mit
Anleitung. Weinheim: Beltz.
Bilingualism and bilingual education: The ancient world to the Renaissance
- E G Lewis
Lewis, E.G. (1977). "Bilingualism and bilingual education: The ancient world to the Renaissance." In B. Spolsky,
R.L. Cooper (Hrsg.), Frontiers of bilingual education. Rowley: Newbury House.
Zur Entwicklung der Englischkenntnisse bei deutschsprachigen Immersionsschülerinnen undschülern im Grundschulalter
- T Piske
Piske, T. (im Druck). "Zur Entwicklung der Englischkenntnisse bei deutschsprachigen Immersionsschülerinnen undschülern im Grundschulalter". In Schlüter, N. (Hrsg), Fortschritte im frühen Fremdsprachenlernen. Berlin:
Cornelsen.
Lexikalische Prinzipien im Erst-und Zweitsprachenerwerb
- A Rohde
Rohde, A. (2005). Lexikalische Prinzipien im Erst-und Zweitsprachenerwerb. Trier: WVT.
An Integrated View of Language Development: Papers in Honor of Henning Wode
- A Rohde
- C Tiefenthal
Rohde, A., Tiefenthal, C. (2002). "On L2 lexical learning abilities." In P. Burmeister, T. Piske, A. Rohde (Hrsg.), An
Integrated View of Language Development: Papers in Honor of Henning Wode. Trier: WVT, 449-471.
A review of immersion education in Canada: Research and evaluation studies
- M Swain
Swain, M. (1986). "A review of immersion education in Canada: Research and evaluation studies." In J. Cummins, M.
Swain (Hrsg.), Bilingualism in Education. London: Longman, 37-56.
Additive bilingualism and French immersion education: The roles of laguage proficiency and literacy
- M Swain
- S Lapkin
- E Wallace
- Lambert
- N J Hillsdale
Swain, M., Lapkin, S. (1991). "Additive bilingualism and French immersion education: The roles of laguage
proficiency and literacy." In A.G. Reynolds (Hrsg.), Bilingualism, Multiculturalism, and Second Language
Learning: The McGill Conference in Honour of Wallace E. Lambert. Hillsdale, N.J.: Lawrence Erlbaum, 203-216.
Early French immersion: How has the original Canadian model stood the test of time
- M B Wesche
Wesche, M.B. (2002) "Early French immersion: How has the original Canadian model stood the test of time?" In P.
Burmeister, T. Piske, A. Rohde (Hrsg.), An integrated view of language development: Papers in honor of
Henning Wode. Trier: WVT, 357-379.
Pilotuntersuchungen zum L2-Erwerb in bilingualen Kindergärten. Bericht zum deutschfranzösisch bilingualen Kindergarten Rappelkiste in Rostock
- K Westphal
Westphal, K. (1998). Pilotuntersuchungen zum L2-Erwerb in bilingualen Kindergärten. Bericht zum deutschfranzösisch bilingualen Kindergarten Rappelkiste in Rostock. Mimeo: Universität Kiel.
Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht
- H Wode
Wode, H. (1995). Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht. Ismaning:
Hueber.
Bilinguale Kindergärten: Wieso? Weshalb? Warum?
- H Wode
Wode, H. (1998). "Bilinguale Kindergärten: Wieso? Weshalb? Warum?" KiTa 10, 203-207 [online unter
http://ikarus.pclab-phil.uni-kiel.de/ daten/anglist/linguist/public/docs/wieso.htm].
Multilingual Education in Europe: What Can Preschools Contribute?
- H Wode
Wode, H. (2001). "Multilingual Education in Europe: What Can Preschools Contribute?" In Siv Björklund (Hrsg.),
Language as a Tool -Immersion Research and Practices. University of Vaasa: Proceedings of the University
of Vaasa, Reports, 424-446.
Was Kinder können können
- H Wode
- E Werlen
Wode, H., Werlen, E. (2003). "Was Kinder können können." In Grundschulmagazin Englisch 6, 6-9.
Bilingualer Unterricht in der Grundschule: Entwurf eines Spracherwerbskonzepts für zweisprachige Immersionsprogramme
- W Zydatiß
Zydatiß, W. (2000). Bilingualer Unterricht in der Grundschule: Entwurf eines Spracherwerbskonzepts für
zweisprachige Immersionsprogramme. Ismaning: Hueber.