Books in the Mehrsprachigkeit in Schule Und Unterricht series

Across the world, many children are being educated in more than one language. In looking at multilingual and plurilingual education from different countries, this book explores diverse contexts within which this education takes place, and challenges facing teachers in responding to this diversity, from critical and socially engaged perspectives.

A quasi-experimental study on 1,000 learners shows large initial differences between future CLIL and non-CLIL students due to selection and preparation effects. After two years, a model-based evaluation finds a small increase in EFL academic self-concept, but no CLIL-related benefits for general English proficiency or interest in EFL classes.

This book links the growing empirical knowledge about the full complexity of CLIL to the European educational and language policies. Its contributors present research findings from several European countries on learning processes and learner achievement in CLIL as well as conceptual analyses in the light of the current policies of mainstreaming CLIL.

Is two-way immersion education associated with social and intercultural benefits? This book examines social and intercultural benefits of bilingual or two-way immersion (TWI) schooling in Staatliche Europa-Schule Berlin (SESB).

Teaching language and teaching with languages is what is called for in contemporary classrooms, be they language classrooms or otherwise. This book presents a variety of research-based perspectives on the cultural-political and social-educational domains of language awareness.

This title discusses the concept of learner autonomy in Content and Language Integrated Learning (CLIL). While the language learning benefits of CLIL are well-documented, the author shows that there may be hidden problems in CLIL settings in the area of learner autonomy. The book raises awareness for these problems and shows possible solutions.

Bilingualer Sachfachunterricht ist bereits seit einiger Zeit in Deutschland etabliert. Schülerlabore beginnen diesen Trend zu übernehmen und ebenfalls bilinguale Projekte anzubieten. Die Projekte sollen sich durch ihre Forschungsnähe auszeichnen und so Schüler*innen ein authentisches Lernsetting zum eigenständigen Arbeiten und fremdsprachigen Handeln bieten. Dabei ist bislang unerforscht, welche fremdsprachigen Handlungsoptionen (affordances) bilinguale Schülerlabore Lernenden bieten und wie diese genutzt werden. Die Autorin geht dieser Fragestellung in einer Videostudie nach. Die Studie fragt zudem, inwiefern Schüler*innen das bilinguale Schülerlabor als authentisch erleben. Authentisierungsprozesse werden mittels der dokumentarischen Methode untersucht.