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Sprachentwicklung im Kontext von Mehrsprachigkeit : Hypothesen, Methoden, Forschungsperspektiven
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IDS Mannheim
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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DNB Subject Category Language
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 28 S. - (MEZ Arbeitspapiere; 10) (2021)
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2)
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In: Hamburg : Universität 2021, 23 S. - (MEZ Arbeitspapiere; 10) (2021)
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Koordinierungsstelle "Sprachliche Bildung und Mehrsprachigkeit" (KoMBi). Abschlussbericht zur Förderperiode 3, Förderkennzeichen 01JM1301
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In: Hamburg : Universität 2021, 45 S. (2021)
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2) ...
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Koordinierungsstelle "Sprachliche Bildung und Mehrsprachigkeit" (KoMBi). Abschlussbericht zur Förderperiode 3, Förderkennzeichen 01JM1301 ...
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Mehrsprachigkeit an der Schwelle zum Beruf. Die Funktion sprachlicher Fähigkeiten für Berufsqualifizierung und Berufseinmündung von Jugendlichen mit und ohne Migrationshintergrund (MEZ-2) ...
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Multilingual Development - a Longitudinal Study ; Multilingual development - a longitudinal study
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In: Journal of Educational Research; Vol. 39 No. 1 (2021); 15-29 ; Revista de Investigación Educativa; Vol. 39 Núm. 1 (2021); 15-29 ; 1989-9106 ; 0212-4068 (2021)
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Abstract:
Does multilingual development bolster or obstruct educational success? This was the starting question for the research project “Multilingual Development - a Longitudinal Perspective” that will be presented here. While multilingualism has often been cited as a disadvantage, there are also indications that it supports successful (language) learning. It was therefore a goal of the project to obtain primary information on the language development of multilingual secondary school pupils in Germany in order to contribute to the further clarification of this question. The project is based on data of receptive (reading) and productive (writing) language skills in German (the language of schooling), Russian and Turkish as immigrants’ heritage languages, English (the first foreign language taught in primary school already) and for a part of the sample French or Russian (as second foreign languages taught in academic track schools). With this range, it was possible to examine the linguistic profiles of the participants as well as reciprocal influences between languages. The sample included roughly 2000 students, tested at four measurement points in the course of secondary schooling. This is the first interdisciplinary study worldwide which includes the complexity of multilingual development on the basis of a substantial sample of respondents, measured language data a wide range of background data for statistical control of influencing background factors. The project thereby creates new knowledge about the complexity of language development in the context of migration, as well as a new basis for the design of language education in linguistically heterogeneous schools. In this contribution, we focus on one of the premier outcomes of our project: the development of an innovative test for the measurement of multilingual writing skills. ; Does multilingual development bolster or obstruct educational success? This was the starting question for the research project “Multilingual Development - a Longitudinal Perspective” that will be presented here. While multilingualism has often been cited as a disadvantage, there are also indications that it supports successful (language) learning. It was therefore a goal of the project to obtain primary information on the language development of multilingual secondary school pupils in Germany in order to contribute to the further clarification of this question. The project is based on data of receptive (reading) and productive (writing) language skills in German (the language of schooling), Russian and Turkish as immigrants’ heritage languages, English (the first foreign language taught in primary school already) and for a part of the sample French or Russian (as second foreign languages taught in academic track schools). With this range, it was possible to examine the linguistic profiles of the participants as well as reciprocal influences between languages. The sample included roughly 2000 students, tested at four measurement points in the course of secondary schooling. This is the first interdisciplinary study worldwide which includes the complexity of multilingual development on the basis of a substantial sample of respondents, measured language data a wide range of background data for statistical control of influencing background factors. The project thereby creates new knowledge about the complexity of language development in the context of migration, as well as a new basis for the design of language education in linguistically heterogeneous schools. In this contribution, we focus on one of the premier outcomes of our project: the development of an innovative test for the measurement of multilingual writing skills.
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Keyword:
diversidad lingüística; foreign languages; heritage languages; idiomas extranjeros; language diversity; lenguas de herencia; migración; migration; multilingual testing; pruebas multilingües
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URL: https://revistas.um.es/rie/article/view/454271
https://doi.org/10.6018/rie.454271
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Mehrsprachigkeit in der nachhaltigen Universität. Projektbericht ; Multilingualism at the Sustainable University
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In: Hamburg : Universität Hamburg 2017, 122 S. (2017)
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Indikation, Konzeption und Untersuchungsdesign des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)
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In: Hamburg : Universität Hamburg 2017, 26 S. - (MEZ Arbeitspapiere; 1) (2017)
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Indikation, Konzeption und Untersuchungsdesign des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ) ...
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Mehrsprachigkeit in der nachhaltigen Universität. Projektbericht ... : Multilingualism at the Sustainable University ...
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KiBis - mehrsprachige Kinder auf dem Weg zur Bildungssprache. Eine Langzeitbeobachtung. Abschlussbericht (Band 1: Projekt und Ergebnisse)
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In: Hamburg : Universität Hamburg 2017, 60 S. (2017)
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