Die Rolle der Sprache für zuwanderungsbezogene Ungleichheiten im Bildungserfolg

Kempert, Sebastian; Edele, Aileen; Rauch, Dominique; Wolf, Κ. L.; Paetsch, Jennifer; Darsow, Annkathrin; Maluch, Jessica Tsimprea; Stanat, Petra

doi:10.1007/978-3-658-04322-3_5

Cited by 83 publications

(51 citation statements)

References 144 publications

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“…Some evidence indicates that all learners have more difficulty with the academic variant of a given language than with everyday language and that language proficiency and, in particular, academic language proficiency affects students' academic performance (Eckhardt, 2008;Heppt, Henschel, & Haag, 2016;Kempert et al, 2016;Townsend, Filippini, Collins, & Biancarosa, 2012). Research findings also indicate that the sociocultural background of students affects measures of language proficiency (Heppt et al, 2016;Uccelli, Galloway, Barr, Meneses, & Dobbs, 2015): Students whose academic language skills are stimulated and explicitly valued by their families usually meet the essential requirements for school success.…”

Section: Language Proficiency As a Prerequisite In The Educational Symentioning

confidence: 99%

Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review

2019

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This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students' academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers' thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.

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Section: Language Proficiency As a Prerequisite In The Educational Symentioning

confidence: 99%

Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review

2019

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“…Thus, we examined whether ECEC experiences are differentially related to the German receptive vocabulary of a large sample of nonimmigrant SLLs and linguistically diverse immigrant DLLs in German ECEC centers. We focused on vocabulary in the societal language, German, because of its links to children's educational achievement (Kempert et al, 2016). Furthermore, children's receptive vocabulary was shown to be a good indicator of overall proficiency in the same language in general (Berendes, Weinert, Zimmermann, & Artelt, 2013).…”

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confidence: 99%

Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary

et al. 2019

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We examined independent and interactive links among three central characteristics of children's experiences in early childhood education and care and the German receptive vocabulary of single language learners and dual language learners (DLLs). We allowed for possible differential effects depending on children's language background. Our sample included 2,231 children (n = 1,555 single language learners, n = 371 DLLs from families in which German was frequently spoken, n = 305 DLLs from families in which German was less frequently spoken). Children attended 177 classrooms in 95 early childhood education and care centers and were 30 to 80 months old. We found that classroom process quality predicted German vocabulary only for DLLs with low exposure to German in the family. An earlier age at entry was linked to a larger German vocabulary for all children, but the link was stronger for DLLs from families with low exposure to German. Classroom composition did not predict German vocabulary.

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“…Nun bestätigen die vorliegenden Ergebnisse, dass solche negativ verzerrten Leistungserwartungen auch unter (befreundeten) Schüler(inne)n vorzufinden sind (siehe Zander et al 2014). Vor dem Hintergrund der ungleichen Bildungserfolgschancen von Schüler(inne)n mit und ohne Migrationshintergrund (siehe Stanat et al 2010;Kempert et al 2016) sollten leistungsbezogene Vorurteile insbesondere in sprachlichen Domänen ernst genommen werden und Peers als wichtiger sozialer Faktor für das Lernen auch im Hinblick auf negative Folgen von Stigmatisierungs-und Zuschreibungsprozessen weiter untersucht werden.…”

Section: Fazitunclassified

Determinants and accuracy of students’ ratings of their peers’ German and heritage language abilities

2020

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Zusammenfassung Modellen der Sprachaneignung zufolge sind für die die Entwicklung sprachlicher Fähigkeiten auch die sprachlichen Fähigkeiten von wichtigen Interaktionspartnern (z. B. Peers) bedeutsam. Da objektive Kompetenzmaße von Interaktionspartnern selten verfügbar sind, könnten alternativ Fremdeinschätzungen der sprachlichen Fähigkeiten erhoben werden. Im Beitrag wurden daher Schülerurteile über sprachliche Fähigkeiten von Mitschüler(inne)n im Deutschen und den Herkunftssprachen Türkisch und Russisch als potentielle Indikatoren tatsächlicher Sprachfähigkeiten untersucht. Mit Hilfe von Mehrebenenmodellen wurde analysiert, welchen Einflussfaktoren die Fremdeinschätzungen unterlagen, wie akkurat diese ausfielen und unter welchen Bedingungen akkuratere Einschätzungen gelangen. In allen Sprachen ergaben sich moderate Zusammenhänge zwischen den Fremdeinschätzungen und objektiven Leistungsmaßen, wobei die Urteilsakkuratheit insbesondere von Merkmalen auf der Beziehungsebene zur eigeschätzten Person (gemeinsamer Unterricht, geteilter Sprachhintergrund, Beziehungsqualität) moderiert wurde. Im Deutschen zeigten sich negative leistungsbezogene Vorurteile gegenüber Jugendlichen mit türkischer und russischer Herkunftssprache. Die Ergebnisse werden in Bezug auf Möglichkeiten und Grenzen von Fremdeinschätzungen sprachlicher Fähigkeiten sowie auf Konsequenzen leistungsbezogener Vorurteile diskutiert.

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Die Rolle der Sprache für zuwanderungsbezogene Ungleichheiten im Bildungserfolg

Cited by 83 publications

References 144 publications

Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review

Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review

Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary

Determinants and accuracy of students’ ratings of their peers’ German and heritage language abilities

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