Internally funded project
Start date : 01.07.2017
End date : 15.07.2021
Especially with the transition from general science and social studies at the primary level to subject learning at secondary schools, students encounter language difficulties in geography lessons. The special requirements of terminology for children from the lower secondary level onwards represent a learning object for all pupils - especially for those from linguistic risk groups. In language-sensitive geography lessons „language“ is no longer understood as a medium but as a competence to acquire. Initial studies in mathematics, chemistry and physics suggest that a language-sensitive orientation of subject-based learning improves both the linguistic and subject-related competences of students. The project is embedded in the research framework of Design-Based-Research (DBR). The DBR-approach combines research and developmental work: the learning setting developed on a theoretical basis is researched and improved. The effectiveness of the teaching unit developed according to language-sensitive criteria is tested in a quasi-experimental pre-post-test design with control groups.
Especially with the transition from general science and social studies at the primary level to subject learning at secondary schools, students encounter language difficulties in geography lessons. The special requirements of terminology for children from the lower secondary level onwards represent a learning object for all pupils - especially for those from linguistic risk groups. In language-sensitive geography lessons „language“ is no longer understood as a medium but as a competence to acquire. Initial studies in mathematics, chemistry and physics suggest that a language-sensitive orientation of subject-based learning improves both the linguistic and subject-related competences of students. The project is embedded in the research framework of Design-Based-Research (DBR). The DBR-approach combines research and developmental work: the learning setting developed on a theoretical basis is researched and improved. The effectiveness of the teaching unit developed according to language-sensitive criteria is tested in a quasi-experimental pre-post-test design with control groups.