Classroom composition, classroom quality and German skills of very young dual language learners and German-only learners
Abstract: This study examined associations between the classroom percentage of dual language learners (DLLs), observed classroom quality, and children's German majority language skills. The cross-sectional sample of 2.5 years olds (n = 93 immigrant...
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Abstract: This study examined associations between the classroom percentage of dual language learners (DLLs), observed classroom quality, and children's German majority language skills. The cross-sectional sample of 2.5 years olds (n = 93 immigrant DLLs and n = 363 monolingual German-only learners) was clustered within n = 197 classrooms. Classrooms with higher percentages of DLLs demonstrated slightly lower levels of overall classroom process quality. DLLs scored about 1 SD below monolingual children on German language skills when adjusting for family and classroom covariates. Moderation analyses revealed that this difference did not depend on the percentage of DLLs in a classroom. In fact, the classroom percentage of DLLs was related to children's German skills only when omitting the child level language status (DLL vs. monolingual) from the analyses. However, classroom quality moderated the difference between DLLs’ and monolingual children's German skills. This difference was estimated as
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Language Provision in Education: A View from Scotland
Abstract: A tension between mobility and inclusion can be seen in public sector attempts to respond to the increasingly multilingual nature of the Scottish population. Increased mobility has contributed to greater linguistic diversity, which has led...
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Abstract: A tension between mobility and inclusion can be seen in public sector attempts to respond to the increasingly multilingual nature of the Scottish population. Increased mobility has contributed to greater linguistic diversity, which has led to growing demand for multilingual public services. Legal instruments and education policy in Scotland provide a promising framework in terms of promoting language learning and multilingualism, but implementation is not always successful and responding to linguistic diversity among pupils is beset with challenges. This article will consider some of these challenges, both practical and attitudinal, reflecting on language teaching in Scotland and on issues raised during interviews with officials from the English as an additional language (EAL) services in Edinburgh and Glasgow. Language teaching often does not take into account the linguistic diversity present - despite the opportunity for a more inclusive approach offered by Scottish Government st
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Willingness to communicate and its relationship with emotional intelligence and gender differences
Abstract: As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors...
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Abstract: As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners' gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togethernes
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National minorities and educational reform in Georgia
Abstract: Der Regierungswandel in Georgien nach der 'samtenen Revolution' von 2003 führte zu grundlegenden Reformen des Bildungssystems und insbesondere auch zu einer neuen Sprachen- und Bildungspolitik. Im vorliegenden Beitrag werden die...
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Abstract: Der Regierungswandel in Georgien nach der 'samtenen Revolution' von 2003 führte zu grundlegenden Reformen des Bildungssystems und insbesondere auch zu einer neuen Sprachen- und Bildungspolitik. Im vorliegenden Beitrag werden die Implikationen dieser Entwicklungen für die nationalen Minderheitengruppen in Georgien untersucht. Zu Beginn wird ein Überblick über das allgemeinbildende Schulwesen gegeben und die Unterrichtung der georgischen Sprache in nicht-georgischsprachigen Schulen, die nationalen Curricula, der Unterricht für ethnische Minderheiten, die Vorschulerziehung sowie das Management von Schulen beschrieben. Im Anschluss daran werden die Institutionen der Hochschulbildung dargestellt und Fragen des Hochschulzugangs für Minderheitengruppen erörtert. Darüber hinaus werden verschiedene Förderungsprogramme und Initiativen des Ministeriums für Bildung und Wissenschaft aus den Jahren 2005 bis 2008 vorgestellt und Empfehlungen für weitere Reformen des Bildungswesens gegeben, die si
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Sprachvermittlung in der Verantwortung der Volkshochschulen: eine Herausforderung an die fachdidaktische Qualität des Sprachunterrichts
Abstract: Fachdidaktische Qualität ist eine entscheidende Voraussetzung dafür, dass alle Bürgerinnen und Bürger der Europäischen Union multilinguale Kompetenz aufbauen können. Hierbei kommt insbesondere den Volkshochschulen die Aufgabe zu, ihre...
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Abstract: Fachdidaktische Qualität ist eine entscheidende Voraussetzung dafür, dass alle Bürgerinnen und Bürger der Europäischen Union multilinguale Kompetenz aufbauen können. Hierbei kommt insbesondere den Volkshochschulen die Aufgabe zu, ihre Kursleiter so aus- und fortzubilden, dass eine optimale fachdidaktische Unterrichtsgestaltung ermöglicht wird. Der Beitrag verdeutlicht, dass die Angewandte Linguistik und die Sprachlehrforschung hierzu wertvolle Impulse liefern. Der Autor plädiert darüber hinaus für eine am Lebenslangen Lernen orientierte Fachdidaktik. Dementsprechend wird das "Lehren des Lernens" als ein zentrales Ziel des Fremdsprachenunterrichts ausgewiesen
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