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Die Implementation von CLIL (Content and Language Integrated Learning) in der Grundschule
Abstract
Bilinguale Unterrichtskonzepte, die auf europäischer Ebene auch unter dem Sammelbegriff CLIL (Content and Language Integrated Learning) zusammengefasst werden, haben in den vergangenen Jahren in den internationalen Bildungssystemen an Popularität gewonnen. Obwohl sich auch in Deutschland ein stetiger Zuwachs bilingualer Unterrichtsangebote verzeichnen lässt, weist CLIL insbesondere auf Grundschulebene mit knapp 2 % eine eher geringe Implementationsrate auf (FMKS 2014). Die vorliegende Arbeit untersucht mögliche Faktoren, welche die Implementation von CLIL im Primarbereich beeinflussen (können). Leitende Fragen sind unter anderem: Welche Einflussfaktoren fördern bzw. hemmen die CLIL-Implementation an Grundschulen? Was sind mögliche Gelingensbedingungen bzw. Hindernisse? Unter welchen Bedingungen entscheiden sich Lehrkräfte für bzw. gegen eine Implementation von CLIL? Gerahmt durch ein methodenintegrierendes Forschungsdesign (Mixed Methods), finden sich in der Forschungsarbeit sowohl qualitative als auch quantitative Studien zur umfassenden Analyse förderlicher und hinderlicher Einflussfaktoren bei der Implementation von CLIL. Die qualitativen Vorstudien (Beobachtungen an Schulen, Lehrerinterviews, Telefonbefragungen mit Schulleitungen) dienten anfangs der Generierung potenzieller Einflussgrößen und Hypothesen. Die identifizierten Einflussfaktoren wurden im Anschluss in einem umfassenden Kategoriensystem zusammengefasst, um daraus ein quantitatives Messinstrument zu erstellen. Dieses wurde dann im Rahmen der quantitativen Hauptstudie (Online-Befragung) mit 307 Grundschullehrkräften eingesetzt. Die Ergebnisse der Untersuchungen deuten darauf hin, dass die Implementation von CLIL mit zahlreichen Faktoren auf unterschiedlichen Ebenen (bildungspolitisch, organisational, personell) zusammenhängt. Zudem zeigte sich, dass zu unterschiedlichen Implementationszeitpunkten (beginnende bzw. bereits bestehende CLIL-Umsetzung) unterschiedliche Faktoren relevant bzw. einflussreich werden können. Des Weiteren deuten die Ergebnisse darauf hin, dass Lehrkräfte, die sich für eine Implementation von CLIL entscheiden, andere persönliche (individuelle) sowie kontextuelle (schulische) Voraussetzungen bzw. Bedingungen aufweisen als Lehrkräfte, die sich gegen eine Implementation entscheiden.
... Numerous studies have shown that intensive bilingual instruction characterized by a high use of cognitively stimulating teaching techniques can have positive effects on academic achievement (Genesee, 2006) and the cognitive and linguistic development of young (multilingual) learners (Kersten, 2020). Moreover, recent studies show that teachers in bilingual programs outperform monolingual teachers in terms of cognitive stimulation, scaffolding, their drive to improve their teaching, investing time, and implementing innovations Wegner, 2022). In contrast, there is little research on the effects of intensive bilingual instruction on academic or verbal self-concept (Zaunbauer et al., 2013). ...
... In particular, different aspects of input quality seem to play an important role in language acquisition (for reviews see Graham et al., 2017;Loewen & Sato, 2018). Recent studies also indicate that teachers in bilingual programs perform significantly better than regular school teachers in terms of cognitive stimulation, scaffolding, their drive to improve their teaching, investing time and implementing innovations Kersten 2020;Kersten et al., 2019;Wegner, 2022). In addition to the quality of input, numerous findings also show that the quantity of input in another language, i.e., the intensity and duration of L2 contact in bilingual school contexts, can have positive effects on young learners' linguistic (Gebauer et al., 2012;Graham et al., 2017;Unsworth et al., 2014) and cognitive development (Nicolay & Poncelet, 2015;. ...
Despite increasing awareness towards language-sensitive teaching and a growing number of multilingual children, studies still find a strong focus on monolingualism in many German schools. Specific needs of multilingual children are not always adequately supported, and their resources and potential often not fully exploited.
However, numerous studies have shown that intensive bilingual instruction characterized by a high use of cognitively stimulating teaching techniques can have positive effects on the cognitive and linguistic development of young (multilingual) learners (Kersten, 2020). Therefore, the question arises whether early intensive bilingual support can have positive effects on the self-perception of young learners beyond linguistic and cognitive aspects. Since language and personality development are closely interwoven and the linguistic environment is central to learners’ development, it can be assumed that children’s linguistic self-concept influences language development on the one hand, and is influenced by language-intensive bilingual contexts on the other (Zaunbauer et al., 2013). In general, research on self-concept shows that preschoolers still assess their self-concept in a relatively undifferentiated and unrealistically positive way, but that it becomes more realistic with increasing cognitive and linguistic development (Roebers, 2007).
Accordingly, this longitudinal study investigates the effects of bilingual schooling on the development of verbal self-concept and linguistic skills, focusing on the following research questions:
1. Do children in monolingual and bilingual settings differ in their development of German verbal self-concept?
2. How is children’s German verbal self-concept related to their German language proficiency?
To that end, the verbal self-concept of N=78 mono- and multilingual learners in monolingual (German) and bilingual (German-English) settings was investigated longitudinally from preschool to the end of 1st grade, and related to their German language proficiency using a cross-lagged panel design. Verbal self-concept was operationalized via a standardized questionnaire (6 items) on all participants’ languages; German language skills were assessed with standardized grammar and lexicon tests (TROG-D; SET 5-10); additionally, family’s language and socioeconomic background were elicited with a parent questionnaire.
Preliminary results of several statistical analyses (i.a. repeated measures ANOVA) show that children in monolingual and bilingual settings do not differ in their development of German language proficiency. However, children in bilingual institutions rated their German verbal self-concept significantly lower than children in monolingual institutions at both testing times. This could indicate that children in bilingual contexts have already developed a more realistic self-concept or a higher metalinguistic awareness and are therefore already able to assess themselves in a more reflective and differentiated way (Roebers, 2007). Further results will be discussed with regard to language-sensitive teaching contexts and the learners’ linguistic and social backgrounds.
Keynote. Die Entwicklung von Sprache und Kognition ist auf vielfältige Weise dynamisch verflochten und wird von verschiedenen sozialen Kontextfaktoren geprägt. Die Zweitspracherwerbsforschung (SLA) hat dabei bisher vor allem den Zusammenhang einzelner Variablen in den Blick genommen. Neuere, interdisziplinäre Ansätze sehen SLA zunehmend als ein komplexes System und fokussieren umfassender auf das Zusammenspiel diverser Faktoren (Mitchell et al., 2019).
Basierend auf diesen Ansätzen (Douglas Fir Group, 2016; Lerner, 2002; Sharwood Smith, 2017; van Geert, 1991) leitet dieser Beitrag ein Modell zu Einflusszusammenhängen in SLA ab, das individuelle sprachlich-kognitive, soziale und schulische Variablen kombiniert. Dabei kommt ‚proximalen‘ externen Faktoren eine besondere Bedeutung zu, weil diese proximalen, konkreten Interaktionen in Familie und Schule Effekte auf die Lernenden besser begrün-den können als übergeordnete ‚distale‘ Faktoren wie der Sozialstatus oder das Schulprogram.
Der Beitrag fokussiert vor allem Effekte von familiären und schulischen Interaktionen auf die mehr-/sprachliche und kognitive Entwicklung. Dem sprachlichen Input kommt hierbei eine besondere Rolle zu. Inputqualität, operationalisiert als kognitiv stimulierende sprach- und verständnisfördernde Techniken (Kersten, 2021), begünstigt Entwicklungsprozesse durch neuronale Aktivierung, Verarbeitungstiefe und Anregung assoziativer Netzwerke von Vorwissen und aktiver Wissenskonstruktion, die gleichzeitig eng mit den sprachlichen Repräsentationen der Lernenden verknüpft sind.
Mit einem Blick auf schulische Faktoren werden die Effekte von Inputqualität auf die mehrsprachliche und kognitive Entwicklung diskutiert und Evidenz für einen potenziellen Chancenausgleich für benachteiligte Lernergruppen gezeigt. Ein besonderer Fokus liegt hierbei auf Kindern mit einer anderen L1 als Deutsch sowie auf der Rolle bilingualer Programme für diese Zusammenhänge (Kersten, 2023).
V publikaciji so teoretično, aplikativno in empirično obravnavne različne možnosti in priložnosti za povezovanje pouka nejezikovnih vsebin in pouka jezikov, kar v uvodniku na kratko poimenujemo kot Učenje za življenje! Prispevki so razvrščeni v pet tematskih sklopov, ki naslavljajo naslednje vidike: stališča učiteljev do pouka jezikov, uresničevanje medpredmetnega povezovanja na različnih točkah vertikale v šolstvu, medpredmetno povezovanje kot priložnost za posamezne jezike, povezovanje jezikov s perspektive drugih področij ter primerjava in izkušnje šolskih sistemov z medpredmetnim povezovanjem drugod. Prispevki so pomemben doprinos k razmisleku odločevalcev, kreatorjev šolske politike in akterjev v učnem procesu o prepotrebnih spremembah, o relativizaciji mej med posameznimi znanostmi in o pomenu osmišljenega učenja in poučevanja jezikov, ki učence in učenke pripravlja na življenje. V njem problemi, ki jih rešujemo, niso omejeni na eno samo področje ali na en jezik, ampak so holistični in zahtevajo razumevanje različnih perspektiv gledanja na nek konkreten problem in zahtevajo znanja in razumevanja različnih jezikov.
Trotz steigender sprachlicher Diversität in Deutschland stellen Studien ein monolinguales Selbstverständnis in vielen Schulen fest. Studien zeigen zudem, dass ein intensiver bilingualer Schulkontext positive Auswirkungen auf die kognitive und sprachliche Entwicklung junger Lernender haben kann, wobei bezüglich des verbalen Selbstkonzepts (SK) belastbare Befunde fehlen.
Während das vorschulische SK relativ undifferenziert und typischerweise unrealistisch positiv ist, wird es im Laufe der Entwicklung immer realistischer. Da das sprachliche Umfeld für diese Entwicklung zentral ist, stellt die longitudinale Studie die Frage, ob kontextuelle Unterschiede in Bildungseinrichtungen die Entwicklung des verbalen SK beeinflussen. Dazu wird das SK von 78 ein- und mehrsprachigen Lernenden von der KiTa bis zur 1. Klasse in mono- und bilingualen Institutionen in Verbindung mit den deutschen Sprachkenntnissen anhand standardisierter Skalen (TROG-D; SET 5-10) untersucht.
Regressionsanalytische Ergebnisse zeigen, dass das verbale SK bei gleichen Deutschkenntnissen in monolingualen Institutionen positiver ist als in bilingualen Einrichtungen.
This paper addresses the question of how content and language are related in CLIL. This relation is explored by interpreting empirical results on the outcomes of CLIL in the light of different models of knowledge. The discussion suggests that the relation of language and content is complex, that non-linguistic representations have to be taken into account and that reflexivity is no foregone conclusion in CLIL classrooms.
This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers’ professional identities.
Selbstwirksamkeitserwartung wird definiert als die subjektive Gewissheit, neue oder schwierige Anforderungssituationen aufgrund eigener Kompetenz bewältigen zu können. Dabei handelt es sich nicht um Aufgaben, die durch einfache Routine lösbar sind, sondern um solche mit einem Schwierigkeitsgrad, der Anstrengung und Ausdauer für die Bewältigung erforderlich macht.
Das Konzept beruht auf der sozial-kognitiven Theorie von Bandura (1992, 1997, 2001). Danach werden kognitive, motivationale, emotionale und aktionale Prozesse durch subjektive Überzeugungen gesteuert, vor allem durch Handlungsergebniserwartungen (auch genannt Konsequenzerwartungen) und Selbstwirksamkeitserwartungen (auch genannt Kompetenzüberzeugungen).
The aim of this paper is to investigate how Content and Language Integrated Learning (CLIL) could benefit Lower Secondary Education students in reference to the development of two parameters of oral output, fluency and quantity. To this end, two Art History modules were implemented in a class of the advanced section of Grade C Lower Secondary students for a period of seven weeks. A quasi-experimental pre-and post-test design was employed to measure students' speech quantity and speech rate fluency in three phases: before the intervention, after the first and after the second module. Speech quantity was calculated on the basis of the time students spent talking and speech rate fluency was measured via two variables, syllables per minute (speech rate) and words per minute. The findings revealed considerable gains in fluency, especially for the words per minute variable, but inconclusive results concerning quantity.
Der Erwerb einer Fremdsprache findet im Rahmen eines komplexen Systems von Entwicklungsbedingungen statt. Um zu klären, welche Prozesse beim Erlernen einer L2 ablaufen, ist es notwendig, diese Vielzahl von Einflussfaktoren in die Betrachtungen einzubeziehen. Der vorliegende Beitrag geht auf die Bedeutung externer sowie individueller Faktoren ein und zeigt ihre Zusammenhänge mit L2‐Erwerbsprozess in einem bilingualen Schulkontext auf. Im besonderen Fokus des Beitrags stehen das familiäre und sozioökonomische Umfeld, Charakteristika des (bilingualen) Schulprogramms, insbesondere in Bezug auf die Dauer und Intensität, sowie die Einstellungen der beteiligten Akteure und die Rolle der Lehrkraft, die u.a. die Qualität des sprachlichen Inputs umfasst. Bezüglich der individuellen Faktoren werden die kognitiven und sprachlichen Fähigkeiten der L2-Lerner betrachtet und ein Zusammenhang von Fremdsprachenerwerb und familiärer Mehrsprachigkeit hergestellt. Für die Übertragung in die pädagogische Praxis sind diese theoretischen Erkenntnisse bedeutsam für administrative Entscheidungen wie auch für den konkreten Einsatz von Prinzipien und Strategien im (bilingualen) Unterricht.
This article reports on a longitudinal study carried out with 1,033 CLIL students and 991 EFL learners in 53 public, private, and charter schools across 12 Spanish provinces into the effects of CLIL on foreign language achievement (grammar, vocabulary, reading, listening, and speaking). The evolution of the bilingual and non-bilingual strands, which were matched on a pre-test in terms of English level, verbal intelligence and motivation, from Primary Education to Compulsory Secondary Education to Baccalaureate is traced through the administration of post- and delayed post-tests. In addition to these intergroup comparisons, intragroup development is also examined to determine the evolution of both the CLIL and the non-CLIL students across educational levels in terms of the linguistic components and skills. Finally, discriminant analyses are performed with all the intervening variables of the study (motivation, verbal intelligence, extramural exposure to English, setting, and socioeconomic status) in order to determine whether CLIL is truly responsible for the differences ascertained or whether other variables account for a greater proportion of the variance.
The aim of this study was to examine the relationship between teachers’ individual innovativeness and their teacher professionalism. The participants were 567 teachers working in elementary, middle and high schools located across Istanbul. The data were gathered through the "Individual Innovativeness Scale" and the "Teacher Professionalism Scale". In data analysis, arithmetic means and Pearson Product-Moment Correlation Analysis were used. The results of the study showed that the teachers’ characteristics of individual innovativeness fell into the group of early majority. The teachers’ innovativeness was found to be at the highest level in the dimension of openness to experience. There was a weak positive relationship between the individual innovativeness characteristics of openness to experience and opinion-leading, and teacher professionalism, which was significant.
The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs. Immersion, a relatively new approach to bilingual education, originated in Canada. It uses the target language as a medium of instruction in order to achieve "additive bilingualism" -- a high level of second language proficiency. The wide range of languages and purposes now served by immersion worldwide is illustrated by case studies of thirteen programs presented and discussed in this paperback edition. The introductory chapter defines immersion education theory and practice and shows how this approach differs from other forms of bilingual education.
This meta-analysis explores in-service CLIL (Content and Language Integrated Learning) teachers’ training needs and whether previous experience and training have an impact on their reported training needs. For this purpose, seven studies that met the inclusion criteria have been analysed qualitatively using the constant comparative model. The results reveal that CLIL teachers have considerable training needs for foreign language and methodological competences regardless of their previous training and experience. However, previous training and experience as CLIL teachers may explain some of the areas of need: inexperienced CLIL teachers request more training on CLIL management and CLIL fundamentals than experienced teachers do. Apparently, a lack of specific CLIL training explains why inexperienced and experienced teachers report training needs in material development and the theoretical underpinnings of CLIL. Overall, this meta-analysis highlights an urgency to develop CLIL training programmes that allow teachers to be better qualified in CLIL so that their teaching can have a positive impact on students’ learning.
The implementation of CLIL as an educational innovation has not yet been intensively investigated. This study aims at identifying factors which are potentially influential for the implementation in four heterogeneous primary CLIL programs. Using participant observation and Grounded Theory Methodology, the results yield a hierarchical category system comprising properties of CLIL teachers, other stakeholders, and the CLIL program. The analysis suggests that initiations by single teachers are less likely to succeed in the long run than programs carried out over a longer period involving the school as a whole. Phase-specific characteristics suggests that the commitment of the leadership, sufficient resources and their exchange, as well as CLIL-related experience are pervasive overarching aspects. For new small-scale programs, an autonomous scope of action, the commitment of other stakeholders, the general workload and additional time are crucial, as is an official status of the innovation, while in established programs, evaluation, improvement and extension become increasingly relevant. Future research needs to test these hypotheses regarding their actual predictive power for a successful innovation. (submitted)
The study of motivation in Content and Language Integrated Learning (CLIL) contexts has hitherto one-sidedly been concerned with motivation to learn the foreign language, without regard for CLIL’s eponymous focus on the inextricable connection between language and content. To fill this gap, this article focusses on CLIL learners’ motivation not only towards the foreign language, but towards both content and language learning as an integrated construct, termed ‘CLIL motivation’. To this end, 157 secondary education students enrolled in two bilingual tracks of differing intensity (High- versus Low-intensity) were compared in terms of their CLIL motivation. The results show that participation in either the High- or Low-intensity track has a significant effect on both enjoyment of CLIL and the perception of its usefulness for future purposes. These differences are further discussed in terms of students’ foreign language proficiency and academic achievement.
This thought-provoking monograph makes a multidisciplinary case for bilingualism as a possible enhancer of executive function, particularly cognitive control. Its central focus is the cognitive operations of the bilingual brain in processing two languages and whether they afford the brain a greater edge on neuroplasticity—in short, a cognitive advantage. Major issues and controversies in the debate are analyzed from cognitive neuroscience, psycholinguistic, and integrative perspectives, with attention paid to commonly and rarely studied domains at work in bilingual processing. And the author pinpoints future areas for improved research such as recognizing the diversity of bilingualism, not simply in languages spoken but also in social context, as seen among immigrants and refugees.
Included in the coverage:
• The evolution of bilingualism.
• What goes on in a bilingual mind? The core cognitive mechanisms.
• Cognitive advantage of bilingualism and its criticisms.
• Neuroscience of bilingualism.
• Bilingualism, context, and control.
• Attention, vision, and control in bilinguals.
With its cogent takes on ongoing questions and emerging issues, Bilingualism and Cognitive Control is of immediate interest to bilingual researchers and practitioners interested in understanding the behavioral aspects and neurobiology of bilingualism and the dynamic character of the bilingual/multilingual/second language learner’s mind, as well as the growing number of advanced undergraduate and graduate students interested in the psychology/psycholinguistics of bilingualism, bilingual cognitive psychology, cognitive science, and cognitive neuroscience.
This article focuses on a key issue for the sustainability of bilingual education: teacher training for CLIL. It begins by canvassing the main innovations affecting teacher training within the current CLIL panorama, in terms of the CLIL the teacher training profile and the interesting evolution which research into the topic has undergone. The chief challenges stemming from afore-mentioned innovations are then examined on 7 main fronts: linguistic competence; methodology; scientific knowledge; organizational, interpersonal, and collaborative competence; and ongoing professional development. Finally, five concrete lines of action are proposed to address these niches, illustrated with specific practical examples from diverse educational contexts. The updated research evidence and specific actions presented in this article provide a comprehensive overview of where we stand and where we need to go in the area of teacher training in order to guarantee a success-prone implementation of CLIL in the European continent and beyond it.
en This article presents the outcomes of a large‐scale program evaluation into whether the pedagogical innovation which is associated theoretically to CLIL is actually trickling down to on‐the‐ground practice. To this end, three sets of questionnaires have been applied and semi‐structured interviews have been conducted with 2,633 teachers, students, and parents in three monolingual communities in Spain in order to carry out an in‐depth analysis of where we stand in the process of implementing CLIL methodology, materials, and evaluation. A detailed diagnosis is provided and within and across‐cohort comparisons are carried out. The outcomes reveal that considerable headway has been made in the implementation of CLIL methodology, materials, and evaluation, although problems still continue to surface affecting diversity, parental support, and teacher training.
Abstract
es Este artículo presenta los resultados de una evaluación a gran escala sobre si la innovación pedagógica que se asocia al AICLE en la teoría realmente se está aplicando de forma práctica a pie de aula. Con este fin, se han administrado tres cuestionarios y se han realizado entrevistas semi‐estructuradas con una muestra de 2.633 profesores, alumnos y padres/madres en tres comunidades monolingües de España para analizar en profundidad dónde nos encontramos actualmente en el proceso de implementación de la metodología, los materiales y la evaluación en AICLE. Se proporciona un diagnóstico detallado y se realizan comparaciones inter‐ e intra‐grupales. Los resultados evidencian que se ha progresado notablemente en dicho proceso de implementación, si bien persisten ciertos problemas que afectan principalmente a la atención a diversidad, al apoyo a los padres/madres y a la formación del profesorado.
Im Zentrum der Studie geht es um die Frage, wie Chancengerechtigkeit und Integration durch frühe Förderung – vor allem Sprachförderung – unterstützt werden können. Basierend auf einer interdisziplinären Verortung wird der komplexen Fragestellung entlang einer qualitativ angelegten Längsschnittuntersuchung von dreißig Familien nachgegangen. Konzeptuell basiert die Strategie einem ‚voicing‘ – d.h. es wird nicht über, sondern mit Familien gesprochen und diese werden damit zu relevanten Akteuren.
Der Inhalt
Bedeutungszuwachs der frühkindlichen Bildung, Betreuung und Erziehung • Integration und Anerkennung • Strukturen, Begriffe und Nutzung der (frühkindlichen) Bildung • (Sprach-)Förderung in der frühen Kindheit • Bildungsort Familie • Internationaler Forschungsstand im Bereich der frühen Kindheit • Datenerhebungen im Rahmen des Forschungsprojekts CANDELA • Empirische Typenbildung • Beschreibung der Typen • Diskussion und pädagogische
Konsequenzen • Resümee
Die Zielgruppen
Studierende, Lehrende, Wissenschaftler/innen, Lehrpersonen und Sozialpädagogen und -pädagoginnen in den Disziplinen:
· Erziehungswissenschaft
· Frühpädagogik
· Sozialpädagogik
· Bildungssoziologie
· Familienforschung
· Migrationsforschung
Die Autorin
Prof. Dr. habil. Doris Edelmann ist Leiterin des Instituts für Forschung, Entwicklung und Evaluation an der Pädagogischen Hochschule Bern und Mitglied der Hochschulleitung.
The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change.
Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change.
ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, U.S.A. MICHAEL FULLAN Ontario Institute for Studies Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Slalls, London, U.K. This set of four volumes on brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters have been specially written for these books, have been investigating, helping initiate and implementing educational change, for most or all of their lengthy careers. Others are working on the cutting edge of theory and practice in educational change, taking the field in new or even more challenging directions. And some are more skeptical about the literature of educational change and the assumptions on which it rests. They help us to approach projects of understanding or initiating educational change more deeply, reflectively and realistically. Educational change and reform have rarely had so much prominence within public policy, in so many different places. Educational change is ubiquitous. It figures large in Presidential and Prime Ministerial speeches. It is at or near the top of many National policy agendas. Everywhere, educational change is not only a policy priority but also major public news. Yet action to bring about educational change usually exceeds people's understanding of how to do so effectively.
Das Thema Belastung und Beanspruchung im Lehrerberuf bildet einen Schwerpunkt der empirischen Forschung zum Lehrerberuf. In der zweiten Auflage des Lehrbuchs wird auf der Basis aktueller Forschungsbefunde und Fachdiskussionen ein verständlicher und orientierender Überblick zu den Grundlagen, Modellen, aktuellen Forschungsansätzen und -ergebnissen gegeben. Vor allem für Studierende - aber auch für Lehrerinnen und Lehrer, Schulleitungen und alle am Lehrerberuf Interessierten - werden die Ansätze und Befunde der Forschung zur Belastung und Beanspruchung im Lehrerberuf komprimiert und einführend erläutert. Alle Beiträge wurden für die zweite Auflage überarbeitet, aktualisiert und um hilfreiche Zusammenfassungen, Schlüsselbegriffe und Definitionen erweitert.
Der Inhalt
· Belastung und Beanspruchung im Lehrerberuf und die Modellierung professioneller Kompetenz von Lehrerinnen und Lehrern
· Charakteristika der Arbeitstätigkeit und Bedingungen der Berufssituation
· Modelle und Theorien der Forschung zur Belastung und Beanspruchung im Lehrerberuf
· Systematischer Überblick zur Lehrerbelastungs- und -gesundheitsforschung
· Beanspruchungsmuster im Lehrerberuf
· Psychische Belastungen im Unterricht
· Kritische Diskussion des vielseitigen Phänomens Burnout
· Psychische und psychosomatische Erkrankungen von Lehrkräften
· Innere Kündigung und vorzeitige Pensionierung
· Soziale Unterstützung im Lehrerberuf
· Belastungsregulation, Stressbewältigung und Selbstmanagement
Die Zielgruppen
Studierende und DozentInnen der Erziehungswissenschaft - vor allem Lehrämter aller Schulstufen; FachwissenschaftlerInnen Erziehungswissenschaft - insbesondere Schulforschung und Forschung zum Lehrerberuf; Studierende und DozentInnen der Pädagogischen Psychologie; Psychologisch-medizinisches Fachpersonal in der Betreuung von LehrerInnen und Lehrern.
Der Herausgeber
Dr. Martin Rothland ist akademischer Rat a.Z. am Institut für Erziehungswissenschaft (Abteilung Schulpädagogik/Schul- und Unterrichtsforschung) der Westfälischen Wilhelms-Universität Münster.
Der Herausgeber
Dr. Martin Rothland ist akademischer Rat a.Z. am Institut für Erziehungswissenschaft (Abteilung Schulpädagogik/Schul- und Unterrichtsforschung) der Westfälischen Wilhelms-Universität Münster.
The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers’ beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers’ belief systems.
This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers’ beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts.
Die sozialwissenschaftliche Analyse von qualitativen Daten, die Text- und Inhaltsanalyse lassen sich heute sehr effektiv mit Unterstützung von Computerprogrammen durchführen. Der Einsatz von QDA-Software verspricht mehr Effizienz und Transparenz der Analyse. Dieses Buch gibt einen Überblick über diese neuen Arbeitstechniken, diskutiert die zugrunde liegenden methodischen Konzepte (u.a. die Grounded Theory und die Qualitative Inhaltsanalyse) und gibt praktische Hinweise zur Umsetzung.
Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long-term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early receptive skills of two cohorts of English language learners in Year 5 (beginning of secondary education in Germany) and two years later in Year 7. The factors distinguishing between these two cohorts were onset of foreign language education and the amount of language exposure. The effects of the earlier start were found in the results for Year 5, when the early cohort outperformed peers with less and later exposure to English. However, in Year 7, the late starters surpassed their early starting peers.
This chapter focuses on the essential and pivotal intrapersonal dimensions that influence a leader's capacity to constructively engage with a change agenda and to have sufficient control through self-regulation over himself or herself in order to optimize his/her own capacities in support of the change. Bandura's SCT provides the foundation for understanding how individuals learn from their own past experiences, other's experiences, and through the support from significant others in their lives. The importance and mediatory influence of metacognition and self-reflection on decision making and understanding self is also highlighted drawing upon both Bandura's theories and Marzano's and others' work. For leaders to maximize their success they must engage in self-reflection in order to develop their self-efficacy, that is, their beliefs that they are capable of undertaking and successfully completing the change task. There are four antecedents of self-efficacy which are also important to change agency: (1) mastery experiences or performance accomplishments - where the leader reflects upon and learns from past change experiences; (2) vicarious experiences - where leaders reflects upon and learns from trusted colleagues' past change experiences; (3) verbal persuasion - where leaders draw strength and develop selfefficacy from the belief that trusted others have in the leader's capacities to undertake the change; and (4) psychological or emotional arousal - which involves the emotions that can work for (high self-efficacy will lead to positive emotions, such as excitement and comfort) or against a leader (low self-efficacy will lead to negative emotions such as anxiety, irritation, or discomfort) when planning and initiating a change implementation. The importance of metacognition and the enabling dimensions of honest and reasonable self-reflection is highlighted as crucial in exposing leaders' inner self providing them with greater capacity for self-regulation, control, and high self-efficacy. High self-efficacy is revealed as a strong "predictor of behavior" due to its mediational role on behavior, cognition, and the environment, the three components of Bandura's triadic reciprocal causation model. As Bandura indicates individuals possess self-directing capabilities and therefore are able to influence "their own motivation and action through the exercise of self-influence." When leaders have these capacities they can be exemplary change agents - bringing about change without harming their followers and other stakeholders.
This chapter examines the role of an early start in second/foreign language (L2) learning. It will first discuss the so-called 'Critical Period Hypothesis' (CPH) for L2 learning, because this hypothesis appears to have been one of the reasons why early foreign language programs were met with rather high expectations when they were first introduced in primary schools in countries such as Germany from the early 2000s onwards. Next the results of selected studies will be presented that may help to explain why the high expectations regarding the outcomes of early foreign language programs many people appear to have had in the beginning have not always been met. In this context, different conditions will be discussed that have repeatedly been found to contribute to greater success in L2 learning both inside and outside of the foreign language classroom. Finally, the chapter will call for an adequately differentiated discussion of simple statements about early L2 learning and teaching such as 'The earlier, the better' in teacher training courses.