Session Information
31 SES 04 A, Effectiveness of Multilingual Education Programmes on (Academic) Language Proficiency, Home Literacies and Teacher Perspectives
Symposium
Contribution
This contribution presents findings from the evaluation of the multilingual education programme “Rucksack Schule” in Germany. “Rucksack Schule” focuses mainly on the promotion of the (academic) language development in primary schools, especially of children with a migration background (LaKI – Landesweite Koordinierungsstelle Kommunaler Integrationsstellen, 2013). The project promotes (academic) language skills in German as well as in the heritage language. In order to investigate the effects of “Rucksack Schule” on children’s (academic) language proficiency in German and in the heritage language, the evaluation study follows a longitudinal design (four measurement points). The sample of 70 German-Turkish bilingual children is divided into an intervention group that includes children participating in “Rucksack Schule” (N=37) and a control group with children who visit a regular school. The evaluation study was conducted in the rural district of Unna in North Rhine-Westphalia/Germany. The first wave of data collection was in 2015, when the children attended the first grade of primary school and started with the programme. The second, third and fourth wave followed in 2016, 2017 and 2018. Productive (academic) language skills in German and Turkish were measured at all four waves using the oral language assessment “HAVAS 5” (Reich & Roth, 2004) in wave one and two and the literal language assessment “Tulpenbeet” (Reich et al., 2008) in wave three and four. Furthermore, we gathered important information on the family background characteristics through a parent questionnaire at wave one and three. We also administered an intelligence test at wave one and a listening comprehension test in English at wave four. The descriptive analysis of the language skills data revealed a more balanced bilingualism in the intervention group at wave two and three compared to the control group. An independent sample t-Test showed disadvantages of the intervention group in German language skills in some test items. The final regression analysis of the data from wave four revealed the effectiveness of the treatment on the German language skills (p<0.05).
References
LaKI – Landesweite Koordinierungsstelle Kommunaler Integrationsstellen (2013). Programm Rucksack Schule – Leitfaden. Dortmund. Reich, H.H. & Roth, H.-J. (2004). Hamburger Verfahren zur Analyse des Sprachstands Fünfjähriger - HAVAS 5. Landesinstitut für Lehrerbildung und Schulentwicklung Hamburg. Reich, H. H., Roth, H.-J., & Gantefort, C. (2008). Der Sturz ins Tulpenbeet. Deutsche Sprachversion. Auswertungsbogen und Auswertungshinweise. In T. Klinger, K. Schwippert, & B. Leiblein (Eds.), Evaluation im Modellprogramm FörMig (pp.209-237), Münster: Waxmann Verlag.
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