Türkischstämmige Kinder am ersten Bildungsübergang

Dollmann, Jörg

doi:10.1007/978-3-531-92461-8

Cited by 67 publications

(25 citation statements)

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“…The major focus of several of these studies has been on the assessment of German reading skills. Irrespective of the school type examined, the results of these studies have been relatively conclusive: In primary school, children without a migrant background obtained better results than children with a migrant background (IGLU 2011: Schwippert, Wendt and Tarelli 2012, KEIMS: Chudaske 2012, KESS: Bos and Pietsch 2006, Dollmann 2010, IQB 2009: Haag, Böhme and Stanat 2012. Similarly, in secondary schools (starting in grade 5 in Germany), 9th-graders without a migration background also performed better than 9th-graders with a migration background (DESI 2004: Hesse, Göbel and Hartig 2008, PISA 2009: Stanat, Rauch und Segeritz 2010.…”

Section: Migrant Children's Performance In Germanmentioning

confidence: 95%

“…They had five minutes to complete as many items as possible (140 or 160 words, respectively, of similar difficulty). This test is aimed at students between 6 and 12 years (see also Chudaske 2012, Dollmann 2010, Zaunbauer and Möller 2006, 2007, Zaunbauer, Gebauer and Möller 2012, Gebauer, Zaunbauer and Möller 2013.…”

Section: Test Materialsmentioning

confidence: 99%

“…The percentage of children with a migration background was 42 in grade 1, 48 in grade 2, 61 in grade 3 and 58 in grade 4. A migration background was assigned when, according to the parents' questionnaire, one or both parents were not born in Germany (see also Bos and Pietsch 2006, Dollmann 2010, Schwippert, Wendt and Tarelli 2012, Chudaske 2012 or when the family spoke a different language (in addition to German).…”

Section: Subjectsmentioning

confidence: 99%

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Academic achievement of children with and without migration backgrounds in an immersion primary school: A pilot study

Steinlen¹,

Piske²

2013

Zeitschrift Für Anglistik Und Amerikanistik

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This paper had two aims: a) to provide a review of studies investigating how children with migration backgrounds perform in tests examining their skills in the majority language of a country as well as their skills in a 3rd language learnt either in regular language-as-subjects lessons or in bilingual programmes such as those following the immersion approach, and b) to present the results of a pilot study investigating how primary school children with and without migration backgrounds enrolled in a partial immersion programme in Germany performed in tests examining their skills in the ambient language German and in the immersion language English. The review of previous research suggested that compared to children without a migration background, children with a migration background living in Germany often achieve relatively poor results in studies examining their skills in the ambient language German. In studies examining migrant children's skills in a new language such as English learnt in foreign language classrooms or in a bilingual secondary school setting, students with migrant backgrounds have, on the other hand, sometimes been found to perform equally well as or even better than students without a migration background. However, there is a paucity of studies examining migrant children's academic achievement in primary schools with bilingual programmes. The pilot study presented here examined children in primary grades 1 to 4 who were enrolled in a partial immersion programme in Germany and who participated in tests examining their cognitive abilities, their literacy skills in the ambient language German and the immersion language English as well as their comprehension of English vocabulary and grammar. The results obtained in the different tests suggest that primary school immersion programmes may not only be suitable for children without, but also for children with migration backgrounds, including children with migration backgrounds whose parents are less inclined to education.

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Section: Migrant Children's Performance In Germanmentioning

confidence: 95%

Section: Test Materialsmentioning

confidence: 99%

Section: Subjectsmentioning

confidence: 99%

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Academic achievement of children with and without migration backgrounds in an immersion primary school: A pilot study

Steinlen¹,

Piske²

2013

Zeitschrift Für Anglistik Und Amerikanistik

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show abstract

“…Tendence rodičů imigrantů volit neakademický směr bývá často vysvětlo-vána a zdůvodňována nižšími akademickými aspiracemi, nižší mírou informovanosti o národním školském systému a významu tohoto rozhodnutí pro další profesní dráhu dítěte, ale také nižšími zdroji pro dosažení těchto aspirací (Dollmann, 2010). Optikou Boudonova přístupu může být pro tyto rodiče obtížné provést racionální kalkulaci, tedy zhodnotit pravděpodob-nost úspěchu vzhledem k nedostatku informací o požadavcích nové školy a možné jazykové bariéře.…”

Section: Teoretický Rámecunclassified

“…Optikou Boudonova přístupu může být pro tyto rodiče obtížné provést racionální kalkulaci, tedy zhodnotit pravděpodob-nost úspěchu vzhledem k nedostatku informací o požadavcích nové školy a možné jazykové bariéře. Výsledky naznačují, že rodiny imigrantů mají často velmi vysoké aspirace, pokud jde o vzdělání (Katschnig, Geppert, & Kilian, 2011), avšak konečný výběr školy je závislý na jejich socioekonomickém statusu (Dollmann, 2010).…”

Section: Teoretický Rámecunclassified