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(Schlagwörter: "Zweite Fremdsprache")

Social and dimensional comparisons in the formation of German students' language self-concepts Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens Journal Article | In: Journal of Experimental Education | 2020 39360 Endnote: Author(s): Arens, A. Katrin; Helm, Friederike; Wolff, Fabian; Möller, Jens
Title: Social and dimensional comparisons in the formation of German students' language self-concepts
In: Journal of Experimental Education, 88 (2020) 2, S. 245-264
DOI: 10.1080/00220973.2019.1635069
URN: urn:nbn:de:0111-pedocs-190075
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190075
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Empirische Untersuchung; Schleswig-Holstein; Deutschland; Schüler; Sprache; Selbstkonzept; Leistung; Unterrichtssprache; Deutsch; Erste Fremdsprache; Englisch; Zweite Fremdsprache; Französisch; Latein; Mathematik; Vergleich; Gymnasium; Sekundarbereich; Fragebogen; Schulnoten; Strukturgleichungsmodell; Faktorenanalyse
Abstract (english): This study extended the internal/external reference model to multiple languages including students' language of instruction, first foreign language, and second foreign language. We examined whether social and dimensional comparisons play similar roles in the formation of students' self-concept related to different languages and whether dimensional comparisons result in contrast or assimilation effects. All students had German as the language of instruction and English as the first foreign language. Students were divided into a subsample (N = 487) learning French as a second foreign language and a subsample (N = 481) learning Latin. Invariance tests demonstrated that the achievement-self-concept relations were similar across the subsamples, but interesting group differences became apparent when analyzing the French and Latin subsamples separately. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

2. Etappe (2015) Die Reform des Collège unter Bildungsministerin Vallaud-Belkacem Cohen, Nadia Working Papers | 2015 35466 Endnote: Author(s): Cohen, Nadia
Title: 2. Etappe (2015) Die Reform des Collège unter Bildungsministerin Vallaud-Belkacem
Published: Frankfurt am Main: Deutsches Institut für Internationale Pädagogische Forschung, 2015 (Cohen, Nadia (Hrsg.): Refondons l`école - Schulreform in Frankreich unter François Hollande ab 2012/2013)
URL: http://www.bildung-weltweit.de/2.-Etappe-2015-Die-Reform-des-College-unter-Bildungsministerin-Vallaud-Belkacem-7028.html
Publication Type: 5. Arbeits- und Diskussionspapiere; Online Dossiers (DBS)
Language: Englisch; Deutsch
Keywords: Autonomie; Deutschunterricht; Frankreich; Presseberichterstattung; Reform; Rundfunk; Schule; Sekundarstufe I; Stundenplan; Zweite Fremdsprache
Abstract: Die Reform des Sekundarbereichs I (das sogenannte "Collège") [in Frankreich] stellt die zweite Etappe des Reformvorhabens "Refondons l`école" (Lasst uns die Schule neu gründen) der Regierung unter François Hollande dar. Im März 2015 stellte die Bildungsministerin Najat Vallaud-Belkacem die Reformpläne für das Collège vor. Mehr Interdisziplinarität im Unterricht, mehr Autonomie der Collèges in der Gestaltung des Stundenplans, früheres Erlernen der zweiten Fremdsprache - es gibt eine Vielzahl von Änderungsvorschlägen. Um einen Punkt jedoch entzündete sich eine sogar länderübergreifende französisch-deutsche Debatte: die Änderungen betreffend des Deutschunterrichts in Frankreich. (DIPF/Autor)
Abstract (english): The reform of the lower secondary education (the so-called "collège") [in France] is the second step of the educational reform called "Refondons l`école" (Let`s re-establish school) of the government under François Hollande in France. In March 2015, the minister for education Najat Vallaud-Belkacem presented the planned reform of the collège. More interdisciplinarity during the classes, a greater autonomy for the collèges in structuring their schedules, beginning earlier with the second foreign language - the reform proposes a multitude of changes. Yet, there is one change that even launched an transnational debate between France and Germany: the intended changes to the German language classes in France. (DIPF/Autor)
DIPF-Departments: Informationszentrum Bildung

Effects of biliteracy on third language reading proficiency, the example of Turkish-German […] Rauch, Dominique Book Chapter | Aus: Grommes, Patrik;Hu, Adelheid (Hrsg.): Plurilingual education: Policies - practice - language development | Amsterdam: Benjamins | 2014 35179 Endnote: Author(s): Rauch, Dominique
Title: Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals
In: Grommes, Patrik;Hu, Adelheid (Hrsg.): Plurilingual education: Policies - practice - language development, Amsterdam: Benjamins, 2014 , S. 199-217
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Bilingualismus; Deutsch; Empirische Untersuchung; Englisch; Fragebogen; Hamburg; Lesefertigkeit; Leseverstehen; Migrationshintergrund; Multivariate Analyse; Regressionsanalyse; Schüler; Schuljahr 09; Spracherwerb; Sprachgebrauch; Sprachkompetenz; Test; Türkisch; Zweite Fremdsprache
Abstract (english): The paper at hand compares the effects of bilingual language use and biliteracy on third language reading comprehension. Data of 280 9th-graders from 14 schools in Hamburg, Germany, were analyzed for the research. Using a questionnaire on language use at home, 142 students were identified as monolingual speakers of German and 138 students as bilingual speakers of Turkish and German. All students were tested in reading comprehension in German (GRC) and English (ERC), which is the third language of the bilinguals. Students with a background in Turkish were tested in Turkish reading comprehension (TRC), too. On the basis of the TRC and GRC test the bilingual students were grouped into fully biliterate students and partially biliterate. Controlling for a set of comprehensive cognitive and socio-economic variables, multivariate regression analysis revealed a negative association between the oral use of Turkish and German in daily life and English reading comprehension but a positive association of biliteracy in Turkish and German and English reading comprehension. In contrast to a bilingualism, which is related to spoken language only, biliteracy seems to be positively associated with third language acquisition. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency […] Rauch, Dominique; Naumann, Johannes; Jude, Nina Journal Article | In: International Journal of Bilingualism | 2012 32565 Endnote: Author(s): Rauch, Dominique; Naumann, Johannes; Jude, Nina
Title: Metalinguistic awareness mediates effects of full biliteracy on third-language reading proficiency in Turkish-German bilinguals
In: International Journal of Bilingualism, 16 (2012) 4, S. 402-418
DOI: 10.1177/1367006911425819
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Befragung; Deutschland; Einflussfaktor; Empirische Untersuchung; Englisch; Fragebogenerhebung; Fremdsprache; Hamburg; Lesekompetenz; Mehrsprachigkeit; Schüler; Schuljahr 09; Spracherwerb; Türke; Zweisprachigkeit; Zweite Fremdsprache
Abstract (english): Bilingualism has been reported to be positively associated with both metalinguistic awareness and third-language (L3) acquisition. In the present research, the assumptions were tested that literacy in both first (L1) and second (L2) language (full biliteracy) is needed for bilingualism to be positively associated with L3 reading proficiency, and that positive effects of full biliteracy on L3 reading proficiency are mediated through metalinguistic awareness. L1, L2 and L3 reading proficiency and metalinguistic awareness were measured in 299 German and Turkish-German secondary school students. Overall, fully biliterate students outperformed monolingual and partially biliterate students in both L3 (ΔR2 = .07) and metalinguistic awareness (ΔR2 = .06). An effect of full biliteracy on L3 reading proficiency persisted when SES, gender, general cognitive ability and school track were controlled for. In addition, within the group of biliterate students, positive effects of the individual degree of biliteracy on L3 reading proficiency could be shown to be an indirect effect that was mediated through metalinguistic awareness.
DIPF-Departments: Bildungsqualität und Evaluation