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Evaluating Bilingual Education in Germany: CLIL Students General English Proficiency, EFL Self-Concept and Interest New edition [Kõva köide]

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  • Formaat: Hardback, 582 pages, kõrgus x laius: 210x148 mm, kaal: 820 g, 96 Illustrations
  • Sari: Mehrsprachigkeit in Schule Und Unterricht 15
  • Ilmumisaeg: 25-Jul-2016
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631671296
  • ISBN-13: 9783631671290
Teised raamatud teemal:
Evaluating Bilingual Education in Germany: CLIL Students General English Proficiency, EFL Self-Concept and Interest New editionSuurem pilt
  • Formaat: Hardback, 582 pages, kõrgus x laius: 210x148 mm, kaal: 820 g, 96 Illustrations
  • Sari: Mehrsprachigkeit in Schule Und Unterricht 15
  • Ilmumisaeg: 25-Jul-2016
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631671296
  • ISBN-13: 9783631671290
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783631671290.html
Märksõnad:

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.



The author uses a theoretical account rooted in TEFL, language acquisition and educational psychology to provide the basis for the development of a comprehensive model of language learning in CLIL. It incorporates prior knowledge, EFL self-concept, interest in EFL classes, verbal cognitive abilities and contact to English. This model is used to estimate the effects of CLIL in the context of high-intensity programmes at German Gymnasien. The statistical evaluation of the quasi-experimental data from 1,000 learners proves the existence of large initial differences due to selection, preparation and class composition effects. After two years, one finds no significant effects of CLIL apart from a minor increase in self-concept, suggesting that the actual effects of CLIL have often been overestimated.

Arvustused

«This book has earned its place on the reading list for all young CLIL researchers, and the questions it raises definitely point the way for future research of both a quantitative and a qualitative nature.»

(Ruth Breeze, Estudios sobre Educación 34/2018)

List of figures
17(10)
List of tables
21(6)
Abbreviations and explanations of statistical and educational concepts 27(14)
1 Introduction
41(6)
2 Conceptual and institutional background of CLIL (in Germany)
47(50)
2.1 Definition of CLIL and its general characteristics
48(7)
2.2 The educational context: How CLIL in Germany became what it is today
55(4)
2.3 CLIL in NRW: The concrete educational context
59(21)
2.3.1 The development of CLIL provision and participation
59(12)
2.3.2 The curricular implementation and organisation of CLIL strands in NRW
71(3)
2.3.3 The characteristics of the CLIL programme to be evaluated in DENOCS
74(6)
2.4 Selection processes in NRW CLIL strands: The origin of creaming effects
80(11)
2.5 Students' preparation for NRW CLIL strands
91(1)
2.6 Summary and conclusion
92(5)
3 Learning in EFL CLIL classes/strands: Theoretical background
97(94)
3.1 Language learning
102(20)
3.1.1 The connection between CLIL, communicative language teaching and constructivism
103(6)
3.1.2 Constructivist language learning: Interrelation of content and language
109(2)
3.1.3 The fulfilment of innatist demands in CLIL
111(4)
3.1.4 Conscious language learning processes, output orientation and interaction in CLIL
115(2)
3.1.5 CLIL as a bridge between theories of language learning in conjunction with neuroscientific claims
117(2)
3.1.6 Authenticity, learning strategies and learner autonomy as essential assets to language learning in CLIL
119(3)
3.2 Affective-motivational dispositions I: Academic self-concept (ASC)
122(30)
3.2.1 The importance of the self: Views of the (language) learning sciences
123(5)
3.2.2 The general importance of (academic) self-concept
128(1)
3.2.3 Definition of ASC and differentiation from related constructs
129(2)
3.2.4 The facilitative influence of ASC
131(1)
3.2.5 Relationships between ASC and achievement: A reciprocal effects model
132(2)
3.2.6 The structure of ASC
134(3)
3.2.7 The internal/external frame of reference (I/E) model and its extension to the reciprocal I/E model
137(4)
3.2.8 Processes related to external frames of reference: Big-fish-little-pond (BFLP), basking-in-reflected-glory (BIRG), Pygmalion and Galatea effects
141(5)
3.2.9 EFL SC in the light of students' selection and preparation for CLIL classes
146(2)
3.2.10 Theoretical considerations on the potential impact of CLIL on EFL SC
148(4)
3.3 Affective-motivational dispositions II: Interest in EFl classes
152(16)
3.3.1 The construct: Definition, structure and effects of interest
153(4)
3.3.2 The development of interest: Mechanisms explaining its decline and changes in the direction of causation between interest and achievement
157(4)
3.3.3 The influence of CLIL on students' interest in EFL classes
161(7)
3.4 Voluntary out-of-school EFL learning: Spare-time/leisure English
168(4)
3.5 Learning-related reasons for student selection and preparation: Cognitive abilities, prior knowledge, affective-motivational dispositions and thresholds
172(6)
3.6 Further influences on language learning and achievement
178(8)
3.6.1 Verbal cognitive abilities (VCA) as an indicator of verbal intelligence
178(2)
3.6.2 Sex
180(2)
3.6.3 L1 influences
182(4)
3.7 Summary and conclusion
186(5)
4 Learning in EFL CLIL classes/strands: Empirical findings from Germany
191(58)
4.1 Maintaining a critical stance in the light of a conglomerate of issues
192(12)
4.2 Overview of the nine largest studies on English CLIL streams at Gymnasien
204(1)
4.3 Language proficiency
205(23)
4.3.1 Cross-sectional comparisons: Are CLIL students at Gymnasien better than their peers at schools without CLIL streams?
206(7)
4.3.2 Student selection and preparation
213(6)
4.3.3 Longitudinal studies: What difference does CLIL actually make?
219(9)
4.4 EFL SC
228(5)
4.5 Interest in EFL classes
233(3)
4.6 Voluntary out-of-school learning: Leisure/spare-time English
236(2)
4.7 Further influences on learning and achievement
238(4)
4.7.1 Verbal cognitive abilities (VCA)
238(2)
4.7.2 Sex
240(1)
4.7.3 L1 influences
241(1)
4.8 Summary
242(7)
5 Research void, study design, (statistical) methods and instruments
249(54)
5.1 Current academic voids in CLIL research and measures to address them
249(5)
5.1.1 RQ I: A priori differences (selection, preparation and class composition)
250(1)
5.1.2 RQ II: Effects of CLIL/non-CLIL environments on general EFL proficiency
251(2)
5.1.3 RQ III: Effects of CLIL/non-CLIL environments on EFL SC/EFL interest
253(1)
5.2 Study design and data collection
254(11)
5.2.1 Entire sample
257(2)
5.2.2 Effective sample size and composition for present investigations
259(2)
5.2.3 Non-participation/missings
261(4)
5.3 Software, estimators, and missing values
265(1)
5.4 Instruments
266(34)
5.4.1 General EFL proficiency: C-tests
267(1)
5.4.1.1 Choice of C-tests, administration and scoring
268(1)
5.4.1.2 Statistical properties of the C-tests
269(7)
5.4.2 Scale on EFL SC (academic self-concept)
276(2)
5.4.2.1 Factor analyses of the EFL SC scale
278(7)
5.4.2.2 Longitudinal factorial invariance
285(2)
5.4.2.3 Statistical properties of the overall scale
287(1)
5.4.3 Scale on interest in EFL classes (subject-related interest)
288(2)
5.4.3.1 Factor analyses
290(4)
5.4.3.2 Longitudinal factorial invariance
294(1)
5.4.3.3 Statistical properties of the overall scale
295(1)
5.4.4 Spare-time/leisure English
296(2)
5.4.5 Verbal cognitive abilities (in German)
298(2)
5.4.6 Individual items for demographic/constitutional data
300(1)
5.5 Summary
300(3)
6 A priori differences between CLIL, non-CLIL and regular students due to selection, preparation, and class composition (RQ I; year 6)
303(62)
6.1 Development of an integrative model
304(12)
6.2 Demographic/constitutional variables: Age, sex, L1 background
316(5)
6.2.1 Descriptive and general inferential statistics
316(2)
6.2.2 Discussion
318(3)
6.3 Verbal cognitive abilities (in German)
321(5)
6.3.1 Descriptive and general inferential statistics
321(1)
6.3.2 Exploratory SEM analyses
322(2)
6.3.3 Discussion
324(2)
6.4 Leisure English
326(5)
6.4.1 Descriptive and general inferential statistics
326(2)
6.4.2 SEM analyses
328(1)
6.4.3 Discussion
329(2)
6.5 EFL SC
331(7)
6.5.1 Descriptive and general inferential statistics
331(2)
6.5.2 SEM analyses
333(1)
6.5.3 Discussion
334(4)
6.6 Interest in EFL classes
338(5)
6.6.1 Descriptive and general inferential statistics
338(1)
6.6.2 SEM analyses
339(1)
6.6.3 Discussion
340(3)
6.7 General EFL proficiency
343(12)
6.7.1 Descriptive and general inferential statistics
343(3)
6.7.2 SEM analyses
346(3)
6.7.3 Discussion
349(6)
6.8 Summary
355(10)
6.8.1 Overall SEM results
356(3)
6.8.2 Answers to RQ I
359(6)
7 The effects of CLIL and non-CLIL environments on general EFL proficiency, EFL SC, and interest in EFL classes (RQ II/III; year 8)
365(64)
7.1 Development of a longitudinal model
366(2)
7.2 Demographic variables (age, sex, L1) and verbal cognitive abilities
368(2)
7.3 Leisure English
370(7)
7.3.1 Descriptive and general inferential statistics on the year-eight data
370(2)
7.3.2 Longitudinal changes from year 6 to year 8
372(1)
7.3.3 SEM analyses
373(2)
7.3.4 Discussion
375(2)
7.4 General EFL proficiency
377(15)
7.4.1 Descriptive and general inferential statistics on the year-eight data
377(2)
7.4.2 Longitudinal changes from year 6 to year 8
379(2)
7.4.3 SEM analyses
381(5)
7.4.4 Discussion
386(6)
7.5 EFL SC
392(11)
7.5.1 Descriptive and general inferential statistics on the year-eight data
393(1)
7.5.2 Longitudinal changes
394(1)
7.5.3 SEM analyses
394(3)
7.5.4 Discussion
397(6)
7.6 Interest in EFL classes
403(8)
7.6.1 Descriptive and general inferential statistics on the year-eight data
403(1)
7.6.2 Longitudinal changes
404(1)
7.6.3 SEM analyses
405(3)
7.6.4 Discussion
408(3)
7.7 Summary
411(18)
7.7.1 Overall SEM results
411(4)
7.7.2 The interrelatedness of study designs, statistical approaches and results
415(2)
7.7.3 Profiles of low- and high-proficiency CLIL students
417(5)
7.7.4 Answers to RQ II and RQ III
422(7)
8 Final evaluation and future perspectives
429(24)
8.1 General summary
429(11)
8.2 Limitations, further analyses and future research
440(8)
8.3 Implications and conclusion
448(5)
References
453(100)
Appendix
553
A Additional (statistical) details on the year-six data
554(13)
A.1 Alternative models of general EFL proficiency: Changes in strengths and patterns of influences when omitting central variables
563(2)
A.2 Comparison of results obtained from SEM, path and regression models
565(2)
B Additional (statistical) details on the year-eight data
567
Dominik Rumlich studied English, geography and educational science in Germany and New Zealand. His areas of expertise include CLIL, assessment, motivation, learning strategies, quantitative research, heterogeneity and individual learner characteristics.