Selectivity of Content and Language Integrated Learning Programmes in German Secondary Schools

Autor/inn/en	Dallinger, Sara; Jonkmann, Kathrin; Hollm, Jan
Titel	Selectivity of Content and Language Integrated Learning Programmes in German Secondary Schools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 1, S.93-104 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1130015
Schlagwörter	Secondary School Students; Second Language Learning; Second Language Instruction; Language of Instruction; Course Content; Prerequisites; Verbal Ability; Cognitive Ability; Cultural Capital; Parent Background; Educational Background; Academic Achievement; Socioeconomic Status; Learning Motivation; Multiple Regression Analysis; Grade 8; Foreign Countries; English (Second Language); Listening Comprehension; Program Effectiveness; German; Listening Comprehension Tests; Germany + Suchen Sie Ihr Suchwort? Sekundarschüler; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Kursprogramm; Voraussetzung; Mündliche Leistung; Denkfähigkeit; Elternhaus; Vorbildung; Schulleistung; Socio-economic status; Sozioökonomischer Status; Motivation for studies; Lernmotivation; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Hörverständnis; Deutscher; Hörverstehensübung; Deutschland
Abstract	Despite its increasing popularity and adoption across Europe, Content and Language Integrated Learning (CLIL) is not without its critics. It has been argued that CLIL programmes are highly selective, that is, the students possess more favourable learning prerequisites than their monolingually taught peers. The present study contributes to this debate by investigating possible differences in learning prerequisites between CLIL and non-CLIL students in German CLIL secondary schools. We assessed figural and verbal cognitive skills, family background (immigration background, parents' education, socio-economic status, and cultural capital), and achievement and motivation in the soon-to-be bilingually taught content subject History and in the foreign language of 1362 CLIL and non-CLIL eighth graders. Results indicated significant advantages of CLIL students regarding their verbal cognitive skills, parents' education, socio-economic status, cultural capital, and achievement and motivation in History and in the foreign language. Additionally, it was investigated whether differences in students' foreign language performance would diminish after possible differences in learning prerequisites were taken into account. Multiple regression analyses showed distinct selection effects but CLIL students still outperformed their monolingually taught peers by one to almost two school years (listening comprehension resp. C-test). These results can lay the foundation for an evaluation of the effectiveness of CLIL programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01