Verfügbarkeit: Bilingual language proficiency | Technische Universität München

Bilingual language proficiency: a comparative study

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Bibliographische Detailangaben
Beteilige Person:	Duarte, Joana 1977- (VerfasserIn)
Format:	Hochschulschrift/Dissertation Buch
Sprache:	Englisch
Veröffentlicht:	Münster [u.a.] Waxmann 2011
Schriftenreihe:	Interkulturelle Bildungsforschung 17
Schlagwörter:	Schuljahr 5-6 Fremdsprachenlernen Zweisprachigkeit Portugiesisch Deutsch Spracherziehung Zweisprachiger Unterricht Hamburg Hochschulschrift
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Umfang:	320 S. graph. Darst. 21 cm
ISBN:	9783830923176

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Datensatz im Suchindex

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adam_text	IMAGE 1 CONTENTS INTRODUCTION 15 I. DEALING WITH LINGUISTIC DIVERSITY: MULTILINGUALISM, EDUCATION AND CULTURAL CAPITAL 22 1. GENERAL CONSIDERATIONS CONCERNING BI- AND MULTILINGUALIS 23 1.1 DEFINING THE UNDEFMABLE: WHAT IS MULTILINGUALISM? 24 1.2 TYPOLOGY OF BILINGUALISM 30 1.3 ATTITUDES TOWARDS BILINGUALISM 34 2. MULTILINGUALISM IN GERMANY 36 2.1 MULTILINGUALISM AND IMMIGRATION 39 3. MULTILINGUALISM IN THE GERMAN SCHOOL SYSTEM 42 3.1 THE ROLE OF THE EDUCATION SYSTEM FOR INTEGRATION 43 3.2 THE GERMAN EDUCATIONAL SYSTEM AND BILDUNGSBENACHTEILIGUNG 44 3.3 IMPLICATIONS FOR THE GERMAN EDUCATION SYSTEM 50 4. MULTILINGUALISM, EDUCATION AND CULTURAL CAPITAL 51 5. CONCLUSIONS: THE NEED FOR PLURILINGUAL EDUCATION 55 II. ACADEMIC LANGUAGE AND SCHOOL ACHIEVEMENT 57 1. LANGUAGE, MULTILINGUALISM AND EDUCATIONAL SUCCESS: WHY ACADEMIC LANGUAGE ? 58 2. APPROACHES TO THE CONCEPT OF ACADEMIC LANGUAGE 59 3. EDUCATIONAL-HERMENEUTICAL APPROACH TO ACADEMIC LANGUAGE 60 3.1 THE ENGLISH-SPEAKING CONTEXT 60 3.2 THE GERMAN-SPEAKING CONTEXT: BILDUNGSSPRACHE 67 4. LINGUISTIC FEATURES OF ACADEMIC LANGUAGE 70 4.1 FEATURES OF GERMAN ACADEMIC LANGUAGE 71 4.2 FEATURES OF PORTUGUESE ACADEMIC LANGUAGE 73 5. CONCLUSIONS: ACADEMIC LANGUAGE IN THE CURRENT STUDY 75 III. THE PORTUGUESE-GERMAN BILINGUAL MODEL AT THE RUDOLF ROSS SCHOOL: ON BILINGUAL EDUCATION 76 1. BILINGUAL EDUCATION AT THE RUDOLF ROSS SCHOOL 76 2. DUAL LANGUAGE EDUCATION 77 3. STUDENT OUTCOMES IN DUAL LANGUAGE EDUCATION PROGRAMMES 79 3.1 THE GERMAN CASE 82 4. OTHER BILINGUAL MODELS 84 5. CONCLUSIONS: FROM A MONOLINGUAL TO A BILINGUAL HABITUS 89 IV. THE PORTUGUESE COMMUNITY IN HAMBURG AND GERMANY 91 1. GENERAL FEATURES OF PORTUGUESE EMIGRATION 91 2. BRIEF HISTORY OF THE PORTUGUESE PRESENCE IN GERMANY 92 3. PRESENT SITUATION OF THE PORTUGUESE MIGRANTS IN GERMANY 96 BIBLIOGRAFISCHE INFORMATIONEN HTTP://D-NB.INFO/1010363891 DIGITALISIERT DURCH IMAGE 2 3.1 GEOGRAPHICAL DISTRIBUTION 96 3.2 AGE AND GENDER 96 3.3 DURATION OF STAY IN GERMANY 97 3.4 EMPLOYMENT SITUATION 98 3.5 UNEMPLOYMENT 98 3.6 SCHOOL, PROFESSIONAL TRAINING AND UNIVERSITY 99 3.7 MARRIAGES, NATURALIZATIONS AND BIRTHS 100 4. THE STATUS OF THE PORTUGUESE LANGUAGE 100 5. FROM A COUNTRY OF EMIGRATION TO A COUNTRY OF IMMIGRATION 105 6. CONCLUSIONS: PORTUGUESE AS TYPICAL HERITAGE LANGUAGE 107 V. PORTUGUESE-GERMAN BILINGUALISM: OVERVIEW OF THE SURVEY 108 1. AIMS AND RESEARCH QUESTIONS 108 2. SAMPLE I LL 3. METHODOLOGY AND INSTRUMENTS I LL 3.1 WRITTEN DATA I LL 3.2 ORAL DATA 113 3.3 SOCIAL CONTROL FACTORS 113 3.4 EDUCATIONAL SETTING 113 3.5 COGNITIVE SKILLS 114 4. PROCESS OF DATA COLLECTION 115 5. QUANTITATIVE DATA ANALYSES 115 6. METHODOLOGICAL CHALLENGES 117 7. CONCLUSIONS: OVERVIEW OF THE CURRENT STUDY 119 VI. THE BILINGUAL MODEL IN HAMBURG: SUMMARY OF THE FIRST FOUR YEARS 120 1. THE MODEL OF SCIENTIFIC EVALUATION 120 2. DATA COLLECTION IN THE BILINGUAL SCHOOLS 121 3. MAIN FINDINGS RELATED TO LANGUAGE DEVELOPMENT 123 4. MAIN FINDINGS RELATED TO COGNITIVE ACADEMIC LANGUAGE 125 5. MAIN FINDINGS RELATED TO CLASSROOM SETTINGS 127 6. CONCLUSIONS: THE FUTURE OF THE BILINGUAL PRIMARY SCHOOLS IN HAMBURG 128 VII. THE SAMPLE 129 1. AIMS OF DATA COLLECTION 129 2. THE PARENTAL QUESTIONNAIRE 129 3. DESCRIPTION OF THE SAMPLE AND DATA COLLECTION 130 4. DATA PROCESSING 131 5. RESULTS OF THE BILINGUAL CLASS AT THE RUDOLF ROSS SCHOOL 131 5.1 LANGUAGE PRACTICES WITHIN THE FAMILIES 131 5.2 LINGUISTIC SITUATION IN OTHER SOCIALIZATION INSTITUTIONS 133 5.3 IMPORTANCE OF THE GERMAN AND PORTUGUESE LANGUAGES 133 5.4 PARENTAL SCHOOLING AND OCCUPATION 134 5.5 GENERAL APPRECIATION OF THE BILINGUAL CLASS 138 12 IMAGE 3 6. COMPARISON OF THE THREE GROUPS OF THE SAMPLE IN RELATION TO THE SIOPS AND ISEI INDEXES 139 7. COGNITIVE SKILLS: COMPARISON OF THE THREE GROUPS 140 8. CONCLUSIONS: COMPARABILITY OF THE SAMPLE 142 VIII. DEVELOPMENT OF NARRATIVE ACADEMIC LANGUAGE: NARRATION IN BILINGUAL WRITTEN AND ORAL CONTEXTS 143 1. NARRATION AS GENERAL CONCEPT 143 1.1 NARRATING, REPORTING AND DESCRIBING 144 1.2 THE UNEXPECTED AS A SIGN OF NARRATION 145 1.3 LABOV AND WALETZKY: THE EVALUATION OF NARRATION 145 1.4 LITERARY NARRATION 147 2. ACQUISITION OF NARRATIVE COMPETENCE 148 2.1 DISCUSSION: BOUEKE AND SCHIILEIN S MODEL AND BILINGUALISM 152 2.2 OTHER REFLECTIONS CONSIDERING THE MODEL 153 3. NARRATION IN EDUCATIONAL CONTEXTS: WRITTEN VS. ORAL 154 4. BILINGUAL NARRATION 157 5. CONCLUSIONS: IMPLICATIONS FOR THIS RESEARCH 162 IX. DEVELOPMENT OF BILINGUAL NARRATIVE COMPETENCE 163 1. DESCRIPTION AND APPLICATION OF THE TOOL 163 1.1 MAIN AIMS OF THE TEST 164 1.2 DESCRIPTION OF THE SAMPLE, DATA COLLECTION AND PROCESSING 165 2. DATA ANALYSIS 166 2.1 NARRATIVE COMPETENCE 167 2.2 COGNITIVE ACADEMIC LANGUAGE 190 2.3 COMMON UNDERLYING PROFICIENCY 192 3. ANALYSIS OF THE DATA COLLECTED IN THE RUDOLF ROSS BILINGUAL CLASS 196 3.1 NARRATIVE COMPETENCE 196 3.2 COGNITIVE ACADEMIC LANGUAGE 219 4. RESULTS COMPARISON FOR THE THREE GROUPS OF THE SAMPLE 226 4.1 NARRATIVE COMPETENCE 226 4.2 COGNITIVE ACADEMIC LANGUAGE 230 5. CONCLUSIONS: BILINGUAL NARRATIVE COMPETENCE 231 X. EXPLAINING NARRATIVE ACADEMIC LANGUAGE: THE ROLE OF THE FAMILIES SOCIOECONOMIC STATUS AND EDUCATIONAL LEVEL, STUDENTS COGNITIVE SKILLS AND READING PROFICIENCY, AND DIDACTIC SETTING 235 1. BILINGUAL NARRATIVE COMPETENCE AND FAMILY SOCIOECONOMIC STATUS AND EDUCATIONAL ATTAINMENT 236 1.1 NARRATIVE COMPETENCE 236 1.2 COGNITIVE ACADEMIC LANGUAGE 237 2. BILINGUAL NARRATIVE COMPETENCE AND COGNITIVE SKILLS 237 2.1 NARRATIVE COMPETENCE 238 2.2 COGNITIVE ACADEMIC LANGUAGE 239 13 IMAGE 4 3. BILINGUAL NARRATIVE COMPETENCE AND READING COMPREHENSION 239 3.1 PRELIMINARY CONSIDERATIONS 240 3.2 DESCRIPTION OF THE TEST 240 3.3 DESCRIPTION OF THE SAMPLE AND DATA ANALYSIS 242 3.4 RESULTS OF THE TEST FOR THE GESAMTSCHULE 242 3.5 GRUNDSCHULE VS. GESAMTSCHULE RESULTS 244 3.6 TWO YEARS OF BILINGUAL SCHOOLING: 2004 VS. 2006 245 3.7 BILINGUAL NARRATIVE COMPETENCE AND READING COMPREHENSION 246 4. A MODEL OF ACADEMIC NARRATIVE COMPETENCE IN A DUAL-LANGUAGE INSTRUCTION ENVIRONMENT 249 5. DIDACTIC SETTING IN THE BILINGUAL PROGRAMME 253 5.1 SOME NOTES ON THE GENERAL LEARNING ENVIRONMENT 254 5.2 DATA COLLECTION AND ANALYSIS 256 5.3 EVOLUTION OF THE BILINGUAL CLASS ACROSS THE TWO YEARS OF DATA COLLECTION ....258 5.4 DIDACTIC CONSIDERATIONS 259 5.5 INTERACTIONAL FORMS 266 5.6 TEACHER-STUDENT INTERACTION 266 5.7 STUDENT-STUDENT INTERACTION 268 6. SCAFFOLDING TOWARDS ACADEMIC LANGUAGE(S) 269 6.1 ON ORACY AND WRITING 273 6.2 ON NARRATION 274 6.3 NOTE ON THE ROLE OF THE SCHOOL 276 7. CONCLUSIONS: THEORETICAL FRAMING OF THE RESULTS 277 XI. CONCLUSIONS: DEVELOPMENT OF BILINGUAL NARRATIVE COMPETENCE IN A TWO-WAY BILINGUAL MODEL 282 GLOSSARY 289 LIST OF FIGURES AND TABLES 292 BIBLIOGRAPHY 295 14 This book investigates the role native language plays in the process of acquiring a second language within a bilingual educational mod el. The research presented is based on a 2-year longitudinal study of students in a bilingual school. Particular attention is paid to the de velopment of academic language proficiency. Performance in both languages was compared between two groups of peers learning in submersion classes in Germany and in Portugal. This comparison al¬ lows the assessment of effects of a given bilingual education pro¬ gramme. There is a considerable advantage found for the students who learned in the bilingual environment, both in written and in oral samples. These students developed a more proficient bilingual aca¬ demic discourse ability; socioeconomic status and cognitive abilities were controlled for. When comparing the results with an external measure for school achievement, the advantage was confirmed. The results also hint at didactic factors which seem to contribute to this performance. <·
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genre	(DE-588)4113937-9 Hochschulschrift gnd-content
genre_facet	Hochschulschrift
geographic	Hamburg (DE-588)4023118-5 gnd
geographic_facet	Hamburg
id	DE-604.BV036612042
illustrated	Illustrated
indexdate	2024-12-20T14:38:10Z
institution	BVB
isbn	9783830923176
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-020532279
oclc_num	705730653
open_access_boolean
owner	DE-91 DE-BY-TUM DE-12 DE-19 DE-BY-UBM DE-11 DE-355 DE-BY-UBR DE-29 DE-739 DE-824 DE-188
owner_facet	DE-91 DE-BY-TUM DE-12 DE-19 DE-BY-UBM DE-11 DE-355 DE-BY-UBR DE-29 DE-739 DE-824 DE-188
physical	320 S. graph. Darst. 21 cm
publishDate	2011
publishDateSearch	2011
publishDateSort	2011
publisher	Waxmann
record_format	marc
series	Interkulturelle Bildungsforschung
series2	Interkulturelle Bildungsforschung
spellingShingle	Duarte, Joana 1977- Bilingual language proficiency a comparative study Interkulturelle Bildungsforschung Schuljahr 5-6 (DE-588)4202494-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Portugiesisch (DE-588)4120316-1 gnd Deutsch (DE-588)4113292-0 gnd Spracherziehung (DE-588)4056459-9 gnd Zweisprachiger Unterricht (DE-588)7581317-8 gnd
subject_GND	(DE-588)4202494-8 (DE-588)4071461-5 (DE-588)4068227-4 (DE-588)4120316-1 (DE-588)4113292-0 (DE-588)4056459-9 (DE-588)7581317-8 (DE-588)4023118-5 (DE-588)4113937-9
title	Bilingual language proficiency a comparative study
title_auth	Bilingual language proficiency a comparative study
title_exact_search	Bilingual language proficiency a comparative study
title_full	Bilingual language proficiency a comparative study Joana Duarte
title_fullStr	Bilingual language proficiency a comparative study Joana Duarte
title_full_unstemmed	Bilingual language proficiency a comparative study Joana Duarte
title_short	Bilingual language proficiency
title_sort	bilingual language proficiency a comparative study
title_sub	a comparative study
topic	Schuljahr 5-6 (DE-588)4202494-8 gnd Fremdsprachenlernen (DE-588)4071461-5 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Portugiesisch (DE-588)4120316-1 gnd Deutsch (DE-588)4113292-0 gnd Spracherziehung (DE-588)4056459-9 gnd Zweisprachiger Unterricht (DE-588)7581317-8 gnd
topic_facet	Schuljahr 5-6 Fremdsprachenlernen Zweisprachigkeit Portugiesisch Deutsch Spracherziehung Zweisprachiger Unterricht Hamburg Hochschulschrift
url	http://deposit.dnb.de/cgi-bin/dokserv?id=3680661&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020532279&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020532279&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA
volume_link	(DE-604)BV011358486
work_keys_str_mv	AT duartejoana bilinguallanguageproficiencyacomparativestudy

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