Visit www.benjamins.com

Primary school minority and majority language children in a partial immersion program

MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.

Buy this article

Price: £15.00+Taxes
Add to favourites

The development of German and English reading skills

The full text of this article is not currently available.
/content/journals/10.1075/jicb.4.2.03ste
dcterms_subject,pub_keyword
6
3
Loading
/content/journals/10.1075/jicb.4.2.03ste
Loading

Data & Media loading...

Loading

Full text loading...

References

Ahukanna, J.G.W. , Lund, N.J. , & Gentile, J.R
(1981) Inter- and intra-lingual interference effects in learning a third language. Modern Language Journal, 65(3), 281–287. doi: 10.1111/j.1540‑4781.1981.tb00985.x
Angelovska, T. , & Hahn, A
(2012) Written L3 (English): Transfer phenomena of L2 (German) lexical and syntactic properties. In D. Gabrys-Barker (Ed.), Cross-linguistic influences in multilingual language acquisition, second language learning and teaching (pp.23–40). Berlin: Springer. doi: 10.1007/978‑3‑642‑29557‑7_2
Autorengruppe Bildungsberichterstattung
(2014) Bildung in Deutschland 2014 [Education in Germany 2014]. Bielefeld: Bertelsmann.
Bild, E.R. , & Swain, M
(1989) Minority language students in a French immersion program: Their French proficiency. Journal of Multilingual and Multicultural Development, 10(3), 255–274. doi: 10.1080/01434632.1989.9994377
Björklund, S. , & Mård-Miettinen, K
(2011) Integrating multiple languages in immersion: Swedish immersion in Finland. In D. Tedick , D. Christian , & T.W. Fortune (Ed.), Immersion education. Practices, policies, possibilities (pp.13–35). Bristol: Multilingual Matters.
Bleakley, H. , & Chin, A
(2004) Language skills and earnings: Evidence from childhood immigrants. Review of Economics and Statistics, 86(2), 481–496. doi: 10.1162/003465304323031067
Bos, W. , Bremerich-Vos, A. , Tarelli, I. , & Valtin, R
(2012) Lesekompetenzen im internationalen Vergleich [An international comparison of reading skills]. In W. Bos , I. Tarelli , A. Bremerich-Vos & K. Schwippert (Eds.), IGLU 2011. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich [A national and international comparison of reading skills by primary schoolers in Germany] (pp.91–136). Münster: Waxmann.
Bos, W. , & Pietsch, M
(2006) Kess 4: Kompetenzen und Einstellungen von Schülerinnen und Schülern am Ende der Jahrgangsstufe 4 in Hamburger Grundschulen. [Competences and attitudes of forth graders attending primary schools in Hamburg]. Münster: Waxmann.
Bundesministerium für Bildung und Forschung [Ministry of Education and Research]
(2007) Förderung von Lesekompetenz – Expertise [Promoting reading]. BildungsforschungBand 17. Bonn, Berlin: BMBF.
Burmeister, P. , & Pasternak, R
(2004) Früh und intensiv: Englische Immersion in der Grundschule am Beispiel der Claus-Rixen-Grundschule in Altenholz. [Early and intensive: English immersion at the Claus-Rixen-School in Altenholz]. Fachverband Moderne Fremdsprachen Landesverband Schleswig-Holstein [Modern Foreign Language Association in Schleswig Holstein], August 2004, retrieved fromwww.fmks-online.de.
Burwitz, M
(2010) Lesen und Schreiben im Englischunterricht der Primarschule und des Übergangs (Klasse 3 bis 6) [Reading and writing in primary school and beyond: Grades 3–6]. In J. Appel , S. Doff , J. Rymarczyk , & E. Thaler (Eds.), Foreign language teaching: History, theory, methods (pp.101–122). Berlin: Langenscheidt.
Cashion, M. , & Eagan, R
(1990) Spontaneous reading and writing in English by students in total French immersion: Summary of final report. English Quarterly, 22(1–2), 30–44.
Cheng, L. , Li, M. , Kirby, J.R. , Quiang, H. , & Wade-Woolley, L
(2010) English language immersion and students’ academic achievement in English, Chinese and mathematics. Evaluation & Research in Education, 23(3), 151–169. doi: 10.1080/09500790.2010.489150
Chudaske, J
(2012) Sprache, Migration und schulfachliche Leistung: Einfluss sprachlicher Kompetenz auf Lese-, Rechtschreib- und Mathematikleistungen [Language, Migration, and academic achievement in school: The effect of linguistic competences on reading, writing and mathematics]. Wiesbaden: VS-Verlag. doi: 10.1007/978‑3‑531‑93495‑2
Dickinson, D.K. , Griffith, J.A. , Golinkoff, M.A. , & Hirsh-Pasek, K
(2012) How reading books fosters language development around the world. Child Development Research, vol. 2012. doi: 10.1155/2012/602807
Dollmann, J
(2010) Türkischstämmige Kinder am ersten Bildungsübergang [Turkish children in primary and secondary school]. Wiesbaden: VS Verlag. doi: 10.1007/978‑3‑531‑92461‑8
Draugalis, J.R. , Coons, S.J. , & Plaza, C.M
(2008) Best practices for survey research reports: A synopsis for authors and reviewers. American Journal of Pharmaceutical Education, 72(1), 11. doi: 10.5688/aj720111
Eurydice
(2006) Content and language integrated learning at school in Europe. Eurydice European Unit, retrieved fromwww.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf.
Fan, X. , & Chen, M
(2001) Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. doi: 10.1023/A:1009048817385
FMKS, Verein für frühe Mehrsprachigkeit in Kindertagesstätten und Schulen [Association of Early Multilingualism in Preschools and Schools]
(2014) Ranking: bilinguale Kitas und Grundschulen im Bundesvergleich [Ranking: Bilingual preschools and schools in Germany], retrieved fromwww.fmks-online.de/download.html.
Frisch, S
(2013) Lesen im Englischunterricht der Grundschule. Eine Vergleichsstudie zur Wirksamkeit zweier Lehrverfahren [English reading in primary school: A comparative study of two teaching approaches]. Tübingen: Narr.
Gamsjäger, E. , & Sauer, J
(1996) Determinanten der Grundschulleistung und ihr prognostischer Wert für den Sekundarschulerfolg [Predictors of academic achievement in primary school for secondary school]. Psychologie in Erziehung und Unterricht [Psychology in Education & Teaching], 43(2), 182–204.
Gardner, R.C. , & Lambert, W.E
(1972) Motivational variables in second language acquisition. In R.C. Gardner & W. Lambert (Eds.), Attitudes and motivation in second language learning (pp.119–216). Rowley, MA: Newbury House.
Gebauer, S.K. , Zaunbauer, A.C.M. , & Möller, J
(2013) Cross-language transfer in English immersion programmes in Germany: Reading comprehension and reading fluency. Contemporary Educational Psychology, 38(1), 64–74. doi: 10.1016/j.cedpsych.2012.09.002
Genesee, F.H
(1978) A longitudinal evaluation of an early immersion program. Canadian Journal of Education, 3(4), 31–50. doi: 10.2307/1494684
(1987) Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House.
(2004) What do we know about bilingual education for majority language students?In T.K. Bhatia & W.C. Ritchie (Eds.), Handbook of bilingualism and multiculturalism (pp.547–61). Malden, MA: Blackwell.
Genesee, F.H. , & Fortune, T.W
(2014) Bilingual education and at-risk students. Journal of Immersion and Content-Based Language Education, 2(2), 196–209. doi: 10.1075/jicb.2.2.03gen
Genesee, F.H. , & Jared, D
(2008) Literacy development in early French immersion programs. Canadian Psychology, 49(2), 140–147. doi: 10.1037/0708‑5591.49.2.140
Geva, E. , & Clifton, S
(1994) The development of first and second language reading skills in early French immersion. The Canadian Modem Language Review, 50(4), 646–667.
Grabe, W
(2009) Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.
(2010) Fluency in reading – thirty-five years later. Reading in a Foreign Language, 22(1), 71–83.
Haag, N. , Böhme, K. , & Stanat, P
(2012) Zuwanderungsbezogene Disparitäten [Differences due to immigration]. In P. Stanat , H.A. Pant , K. Böhme , & D. Richter (Eds.), Kompetenzen von Schülerinnen und Schülern am Ende der vierten Jahrgangsstufe in den Fächern Deutsch und Mathematik: Ergebnisse des IQB-Ländervergleichs 2011 [Students’ achievements in German and mathematics at the end of Grade 4: Results from the Institute for Quality Development in Teaching comparing the German federal states] (pp.209–235). Münster: Waxmann.
Hesse, H.-G. , Göbel, K. , & Hartig, J
(2008) Sprachliche Kompetenzen von mehrsprachigen Jugendlichen und Jugendlichen nichtdeutscher Erstsprache [Linguistic achievement of multilingual adolescents]. In DESI-Konsortium (Eds.), Unterricht und Kompetenzerwerb in Deutsch und Englisch [Teaching and achievement in German and English] (pp.208–30). Weinheim: Belz.
Jared, D. , Cormier, P. , Levy, B.A. , & Wade-Woolley, L
(2011) Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. Journal of Educational Psychology, 103(1), 119–139. doi: 10.1037/a0021284
Jenkins, J.R. , Fuchs, L.S. , van den Broek, P. , Espin, C. , & Deno, S.L
(2003) Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95(4), 719–729. doi: 10.1037/0022‑0663.95.4.719
Kessler, J.-U. , & Paulick, C
(2010) Mehrsprachigkeit und schulisches Englischlernen bei Lernern mit Migrationshintergrund [Minority language children’s achievement in English ]. In B. Ahrenholtz (Ed.), Fachunterricht und Deutsch als Zweitsprache [Content subjects and German as an additional language] (pp.257–278). Tübingen: Narr.
Koda, K
(2005) Insights into second language reading. New York: Cambridge University Press. doi: 10.1017/CBO9781139524841
(2007) Reading and language learning: Constraints on second language reading development. Language, 57(1), 1–44.
Kultusministerkonferenz
(2013) Konzepte für den bilingualen Unterricht – Erfahrungsbericht und Vorschläge zur Weiterentwicklung [Concepts for bilingual teaching: Experiences and ideas for further development]. Retrieved fromwww.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2013/201_10_17-Konzepte-_bilingualer-_Unterricht.pdf.
Küspert, P. , & Schneider, W
(1998) Würzburger Leise Leseprobe (WLLP): Ein Gruppenlesetest für die Grundschule [Wuerzburg silent reading test]. Göttingen: Hogrefe.
Lambert, W.E. , & Tucker, G.R
(1972) Bilingual education of children: The St. Lambert experiment. Rowley, MA: Newbury House.
Lasagabaster, D
(2001) Bilingualism, immersion programmes and language learning in the Basque Country. Journal of Multilingual and Multicultural Development, 22(5), 401–425. doi: 10.1080/01434630108666443
Lenhard, W. , & Schneider, W
(2006) ELFE 1-6: Ein Leseverständnistest für Erst- bis Sechstklässler [A reading comprehension test for Grades 1 to 6]. Göttingen: Hogrefe.
Lesaux, N.K. , Crosson, A.C. , Kieffer, M.J. , & Pierce, M
(2010) Uneven profiles: Language minority learners’ word reading, vocabulary, and reading comprehension skills. Journal of Applied Developmental Psychology, 31(6), 475–483. doi: 10.1016/j.appdev.2010.09.004
Lindholm-Leary, K. , & Hernández, A
(2011) Achievement and language proficiency of Latino students in dual language programmes: Native English speakers, fluent English/previous ELLs, and current ELLs. Journal of Multilingual and Multicultural Development, 32(6), 531–545. doi: 10.1080/01434632.2011.611596
Lyster, R. & Tedick, D.J
(2014) Research perspectives on immersion pedagogy: Looking back and looking forward. Journal of Immersion and Content-Based Language Education [Special issue: Language Immersion Education: A Research Agenda for 2015 and Beyond], 2(2), 210–224. doi: 10.1075/jicb.2.2.04lys
Malicky, G.V. , Fagan, W.T. , & Norman, C.A
(1988) Reading processes of French Immersion children reading in French and English. Canadian Journal of Education, 13(2), 277–289. doi: 10.2307/1494956
Marian, V. , Shook, A. , & Schroeder, S.R
(2013) Bilingual two-way immersion programs benefit academic achievement. Bilingual Research Journal, 36(2), 167–186. doi: 10.1080/15235882.2013.818075
Mather, N. , Hammill, D.D. , Allen, E.A. , & Roberts, R
(2004) Test of Silent Word Reading Fluency. Austin, TX: PRO-ED.
Mossenson, L. , Stephanou, A. , Forster, M. , Masters, G. , McGregor, M. , Anderson, P. , & Hill, P
(2003) Tests of Reading Comprehension (2nd ed.). Melbourne: ACER Press.
Mullis, I.V.S , Martin, M.O. , Foy, P. , & Drucker, K.T
(2012) PIRLS 2011 international results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center.
Nold, G. , Hartig, J. , Hinz, S. , & Rossa, H
(2008) Klassen mit bilingualem Sachfachunterricht: Englisch als Arbeitssprache [Content and language integrated teaching using English as the medium of instruction]. In DESI-Konsortium (Eds.), Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie [Teaching and achievement in German and English. Results of the German English Student Assessment International] (pp.451–457). Weinheim, Basel: Beltz.
Organisation for Economic Co-Operation and Development
. (OECD 2009) PISA 2009: Assessment framework: Key competences in reading, mathematics and science. PISA: OECD Publishing.
. (OECD 2013) PISA 2012 Results: Excellence through equity (Volume II): Giving every student the chance to succeed. PISA: OECD Publishing.
Paulick, C. , & Groot-Wilken, B
(2009) Rezeptive Fähigkeiten und Fertigkeiten am Ende der 4. Klasse unter besonderer Berücksichtigung der sprachlichen Schülerbiografien [Receptive skills at the end of Grade 4]. In G. Engel , B. Groot-Wilken , & E. Thürmann (Eds.), Englisch in der Primarstufe: Chancen und Herausforderungen: Evaluation und Erfahrungen aus der Praxis [English in primary school: Chances and challenges: Evaluations and experiences] (pp.179–196). Berlin: Cornelsen.
Pérez-Cañado, M.L
(2012) CLIL research in Europe: Past, present and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341. doi: 10.1080/13670050.2011.630064
Rauch, D.P. , Jurecka, A. , & Hesse, H.-G
(2010) Für den Drittspracherwerb zählt auch die Lesekompetenz in der Herkunftssprache. Untersuchung der Türkisch-, Deutsch- und Englisch-Lesekompetenz bei Deutsch-Türkisch bilingualen Schülern [The effect of L1 reading skills on L3 acquisition. Study on Turkish-German-English reading skills by German-Turkish students]. In C. Allemann-Ghionda , P. Stanat , K. Göbel , & C. Röhner (Eds.), Migration, Identität, Sprache und Bildungserfolg [Migration, identity, language, and academic success] (pp.78–100). Weinheim: Beltz.
Raven, J.C. , Bulheller, S. , & Häcker, H
(2002) CPM: Coloured Progressive Matrices (3rd ed.). Göttingen: Hogrefe.
Ringbom, H
(2001) Lexical transfer in L3 production. In J. Cenoz , B. Hufeisen , & U. Jessner (Eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (pp.59–68). Clevedon: Multilingual Matters.
Schwippert, K. , Wendt H. , & Tarelli, I
(2012) Lesekompetenzen von Schülerinnen und Schülern mit Migrationshintergrund [Minority language children’s reading skills]. In W. Bos , I. Tarelli , A. Bremerich-Vos , & K. Schwippert (Eds.), IGLU 2011: Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich [PIRLS 2011: Comparing reading skills by primary schoolers in Germany and in other countries] (pp.191–207). Münster: Waxmann.
Stanat, P. , Rauch, D. , & Segeritz, M
(2010) Schülerinnen und Schüler mit Migrationshintergrund [Minority language students]. In E. Klieme , C. Artelt , J. Hartig , N. Jude , O. Köller , M. Prenzel , W. Schneider , & P. Stanat (Eds.), PISA 2009: Bilanz nach einem Jahrzehnt [PISA 2009: Results after a decade] (pp.200–230). Münster: Waxmann.
Statistisches Bundesamt
(2013) Bevölkerung mit Migrationshintergrund: Ergebnisse des Mikrozensus 2012 [People with a migration background in Germany. Micro census 2012], Fachserie 1, Reihe 2.2. Wiesbaden: Statistisches Bundesamt.
Steinlen, A. , & Gerdes, U
(2015) Eine Pilotuntersuchung zur sprachlichen Entwicklung von Kindern mit und ohne Migrationshintergrund in einer Grundschule mit bilingualem Sachfachunterricht [Pilot study on the linguistic development of majority and minority language children in a primary school offering one subject in English]. In S. Méron-Minuth & S. Özkul (Eds.), Fremde Sprachen lehren und lernen - Aktuelle Fragen und Forschungsaufgaben [Teaching and learning foreign languages: Inquiries and research desiterata] (pp.81–106). Frankfurt: Peter Lang.
Steinlen, A.K. , & Piske, T
(2013) Academic achievement of children with and without migration backgrounds in an immersion primary school: A pilot study. Zeitschrift für Anglistik und Amerikanistik, 61(3), 215–244. doi: 10.1515/zaa‑2013‑0303
(2014) Deutsche und englische Lesefähigkeiten von Kindern mit und ohne Migrationshintergrund in einer bilingualen Grundschule: Eine Pilotstudie [Majority and minority language children’s German and English reading skills in a bilingual primary school]. In C. Bürgel & D. Siepmann (Eds.), Sprachwissenschaft und Fremdsprachenunterricht: Spracherwerb und Sprachkompetenzen im Fokus [Linguistics and foreign language teaching: Focus on language acquisition and language skills] (pp.141–165). Hohengehren: Schneider.
(2016) Wortschatz und Leseverständnis des Englischen von Kindern mit und ohne Migrationshintergrund in einer bilingualen Grundschule [Majority and minority language children’s vocabulary and reading comprehension in a primary school with a partial immersion program]. In A. Steinlen & T. Piske (Eds.), Wortschatzentwicklung in bilingualen Schulen und Kindertagesstätten [Lexical development in bilingual schools and preschools] (pp.123–166). Forum Angewandte Linguistik. Frankfurt: Peter Lang. doi: 10.3726/978‑3‑653‑04926‑8
Steinlen, A. , Schwanke, K. , & Piske, T
(2015) Die Entwicklung des rezeptiven englischen Wortschatzes von Kindern mit und ohne Migrationshintergrund in bilingualen Kitas und Schulen sowie im Fremdsprachenunterricht [The development of receptive English vocabulary by majority and minority language children in preschools and schools offering partial immersion programs]. In G. Linke & K. Schmidt (Eds.), Immersion und bilingualer Unterricht (Englisch). Erfahrungen – Entwicklungen - Perspektiven [Immersion and bilingual teaching (English): Experiences, developments, perspectives] (pp.175–208). Hohengehren: Schneider.
Swain, M. , & Lapkin, S
(1982) Evaluating bilingual education: A Canadian case study. Clevedon: Multilingual Matters.
(1991) Additive bilingualism and French immersion education: The roles of language proficiency and literacy. In A. Reynolds (Ed.), Bilingualism, multiculturalism, and second language learning: The McGill conference in honour of Wallace E. Lambert (pp.203–216). Hillsdale, NJ: Erlbaum.
Swain, M. , Lapkin, S. , Rowen, N. , & Hart, D
(1990) The role of mother tongue literacy in third language learning. Language, Culture and Curriculum, 3(1), 65–81. doi: 10.1080/07908319009525073
Tamm, C
(2010) Eine Schule macht sich auf den Weg: Einführung eines bilingualen Zuges an der Grundschule an der Hügelstraße [Introduction of a partial immersion program at a primary school in Tübingen]. In U. Massler & P. Burmeister (Eds.), CLIL und Immersion. Fremdsprachlicher Sachfachunterricht in der Grundschule [CLIL and immersion: Content-language integrated learning in primary schools] (pp.30–37). Braunschweig: Westermann.
Thomas, W.P. , & Collier, V.P
(2012) Dual language education for a transformed world. Albuquerque, NM: Dual Language Education of New Mexico/Fuente Press.
Turnbull, M. , Lapkin, S. , & Hart, D
(2001) Grade 3 immersion students’ performance in literacy and mathematics: Province-wide results from Ontario (1998–99). The Canadian Modern Language Review, 58(1), 9–26. doi: 10.3138/cmlr.58.1.9
Turnbull, M. , Hart, D. , & Lapkin, S
(2003) Grade 6 French immersion students’ performance on large-scale reading, writing, and mathematics tests: Building explanations. Alberta Journal of Educational Research, 49(1), 6–23
Van Gelderen, A. , Schoonen, R. , de Glopper, K. , Hulstijn, J. , Snellings, P. , & Simis, A
(2003) Roles of linguistic knowledge, metacognitive knowledge and processing speed in L3, L2 and L1 reading comprehension: A structural equation modeling approach. International Journal of Bilingualism, 7(1), 7–25. doi: 10.1177/13670069030070010201
Wesche, M.B
(2002) Early French immersion: How has the original Canadian model stood the test of time?In P. Burmeister , T. Piske , & A. Rohde (Eds.), An integrated view of language development (pp.357–379). Trier: WVT.
Williams, S. & Hammarberg, B
(1998) Language switches in L3 production: Implications for a polyglot speaking model. Applied Linguistics, 19(3), 295–333. doi: 10.1093/applin/19.3.295
Wode, H
(1995) Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht [Foreign language learning: Immersion and bilingual teaching]. Ismaning: Hueber.
Zaunbauer, A.C.M. , Bonerad, E.-M. , & Möller, J
(2005) Muttersprachliches Leseverständnis immersiv unterrichteter Kinder [First language reading comprehension of immersion students]. Zeitschrift für Pädagogische Psychologie, 19(3), 233–235. doi: 10.1024/1010‑0652.19.4.263
Zaunbauer, A.C.M. , Gebauer, S.K , & Möller, J
(2012) Englischleistungen immersiv unterrichteter Schülerinnen und Schüler [English achievement of children in an immersion program]. Unterrichtswissenschaft: Zeitschrift für Lernforschung, 40(4), 315–333.
Zaunbauer, A.C.M. , & Möller, J
(2007) Schulleistungen monolingual und immersiv unterrichteter Kinder am Ende des ersten Schuljahres [Academic performances of monolingually educated and immersion students at the end of grade 1]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 39(1), 141–153. doi: 10.1026/0049‑8637.39.3.141
(2010) Schulleistungsentwicklung immersiv unterrichteter Grundschüler in den ersten zwei Schuljahren [Development of academic performance of immersion students during the first two years of primary school]. Psychologie in Erziehung und Unterricht, 57(1), 30–45. doi: 10.2378/peu2010.art03d
http://jbenjamins.metastore.ingenta.com/content/journals/10.1075/jicb.4.2.03ste
Loading
This is a required field
Please enter a valid email address