No. 25
CLIL goes Hauptschule - Chancen und Herausforderungen bilingualen Unterrichts an einer Hauptschule. Zentrale Ergebnisse einer Longitudinalstudie

This paper presents the outcome of a research project in Germany that focused on the question whether content and language integrated learning (CLIL) could be seen as a pedagogical option for low-performing pupils at the German school type Hauptschule. So far, very little research has been conducted in this field. The study thus intends to break the ground and focuses on central aspects such as the choice and construction of suitable bilingual modules and feasible forms of testing learning achievement. Furthermore, general matters of school management as regards the reaction of pupils, parents, teachers and school leaders towards CLIL are also addressed in this paper. The data on which this study is based were collected through analysing lessons and by conducting interviews. The pupils’ language abilities were assessed by following methodologies as established according to Pienemann’s Processability Theory. The results of the research project support the notion that CLIL represents an option in foreign language teaching that should also be offered to pupils who belong to the group of learners whose academic and foreign language abilities are below average.


Seite 3-37, Heft 1/2014, Band 25
Forschen, Lehren, Lernen - Aktionsforschung in der fremdsprachlichen Lehrerbildung

The education and professional development of language teachers is a challenging endeavour – for (student) teachers as well as for the teacher educators involved. In particular, the meaningful integration of theory and practice is central to the ongoing dis­cussion on how to conceptualise and implement foreign language teacher education. This article provides an overview of a research project, in which twelve (student) teachers enrolled in the M.A. programme 'E-LINGO – Teaching English to Young Lear­ners' were investigated in a qualitative-interpretative case study. The study’s aim was exploring if, how and under what circumstances classroom action research, a core component of the programme, can foster professional development. Data from multiple sources were triangulated and analysed to elicit indicators for development in the form of critical learning incidents. The focus of this article will lie on affective factors, which, according to the results of this study, play a crucial role in teacher learning.


Seite 39-71, Heft 1/2014, Band 25