Оглавление
Anja Steinlen. English in Elementary Schools
Inhalt
Acknowledgements
1. Introduction
2. Literature review
2.1 Definitions
2.1.1 L1 reading
2.1.2 L2 reading
2.1.3 L1 writing
2.1.4 L2 writing
2.1.5 Some problems relating to phoneme-grapheme correspondences in German and English
2.2 Regular elementary school English programs in Germany
2.2.1 Controversial views on EFL reading and writing in elementary school
2.2.2 Curricula for English-as-a-subject relating to reading and writing
2.2.3 English textbooks
2.2.4 Studies on FL reading in regular EFL programs
2.2.5 Studies on FL writing in regular EFL programs
2.3 Bilingual programs in Germany
2.3.1 Differences between bilingual programs and EFL programs
2.3.2 Different bilingual programs: CLIL vs. IM
2.3.3 Intensity of different bilingual programs
2.3.4 Bilingual programs as “elitist” programs
2.3.5 Curricula for bilingual teaching in Germany
2.3.6 Teacher supply for bilingual programs in Germany
2.3.7 Supply of materials for bilingual programs
2.3.8 Assessment in bilingual programs
2.3.9 Studies on L1 and FL reading and writing in bilingual programs
2.3.10 L1 reading and writing in bilingual programs
2.3.11 FL skills in regular vs. bilingual programs
2.3.12 FL reading and writing in bilingual programs with different FL intensity
2.4 Multilingual background
2.4.1 Facts and figures
2.4.2 L2 literacy (German) 2.4.2.1 Minority language children’s German literacy skills in regular programs
2.4.2.2 Minority language children’s German literacy skills in bilingual programs
2.4.3 L3 literacy (English)
2.4.3.1 General models of L3 acquisition
2.4.3.2 L3 Reading in regular FL programs
2.4.3.3 L3 Writing in regular FL programs
2.4.3.4 L3 reading in bilingual programs
2.4.3.5 L3 writing in bilingual programs
2.5 Gender
2.5.1 L1 literacy skills in regular programs by gender
2.5.2 L1 literacy skills in bilingual programs by gender
2.5.3 FL literacy skills by gender
2.5.3.1 FL literacy skills in mainstream programs by gender
2.5.3.2 FL literacy skills in bilingual programs by gender
2.5.3.3 Model of gender differences in FL learning
2.5.4 The interaction of gender and minority language background in language learning
2.6 Cognitive variables (with a focus on nonverbal intelligence)
2.6.1 Nonverbal intelligence and bilingual children
2.6.2 Literacy skills by nonverbal intelligence
2.7 Social background
2.7.1 L1 literacy skills by SES
2.7.2 FL literacy skills by SES
2.7.3 The interaction of SES and language background on literacy skills
3. Research questions
4. Method
4.1 The schools and their programs
4.1.1 The Bili-50 program
4.1.2 The EFL-program
4.1.3 The Bili-20 program
4.1.4 The Bili-70 program
4.2 Test material
4.2.1 Control measures: Family background and cognitive background
4.2.2 English tests
4.2.3 German tests
4.3 Subjects
5. Results
5.1 Within-group comparisons
5.2 Between-group comparisons
6. Discussion
6.1 Effectivity of the FL programs
6.1.1 German
6.1.2 English
6.1.2.1 The two partial IM programs
6.1.2.2 The less intensive bilingual program
6.1.2.3 The regular EFL program
6.2 Language background
6.2.1 German
6.2.2 English
6.3 Gender
6.3.1 German
6.3.2 English
6.3.3 Interaction between gender and language background
6.4 Control variables
6.4.1 Cognitive background
6.4.2 Social background
6.5 Summary, limitations and future studies
6.5.1 Summary of results
6.5.2 Limitations
6.5.3 Future studies
7. Recommendations for teaching reading and writing in the FL classroom
7.1 Starting with FL literacy activities as early as possible
7.2 Creating a literacy-rich environment
7.3 Scaffolding for FL reading and writing activities
7.3.1 Verbal scaffolding
7.3.2 Content scaffolding
7.3.3 Learning process scaffolding and procedural scaffolding
7.4 Regular FL literacy activities
7.5 Awareness-raising literacy activities
7.6 Relevant and authentic literacy activities
7.7 Some notes on FL spelling
7.7.1 Invented spelling
7.7.2 Spelling activities
7.7.3 The role of spelling errors in the FL classroom
7.7.4 Teaching spelling rules
7.8 Teacher feedback on FL students’ writing
7.9 Conclusion on recommendations
8. Conclusion
9. References
Fußnoten. 1. Introduction
2.2.2 Curricula for English-as-a-subject relating to reading and writing
2.3.3 Intensity of different bilingual programs
2.4.1 Facts and figures
2.4.2.1 Minority language children’s German literacy skills in regular programs
2.4.3.3 L3 Writing in regular FL programs
4.3 Subjects
6.1.2.2 The less intensive bilingual program
6.3.1 German
6.5.2 Limitations
7.3.2 Content scaffolding
