Bilingualer Unterricht in den Niederlanden und in Deutschland : eine Vergleichsstudie.

Autor/Urheber	Franssen; Marguerite
Titel	Bilingualer Unterricht in den Niederlanden und in Deutschland : eine Vergleichsstudie.
Quelle	Publikationsserver der RWTH Aachen University (2002) PDF als Volltext kostenfreie Datei
Sprache	deutsch
Dokumenttyp	online; Monographie
Schlagwörter	Erziehung; Schul- und Bildungswesen; Niederlande; Fremdsprachenunterricht; Fachunterricht; Deutschland
Abstract	The main aim of this dissertation is to determine whether and how the Netherlands and Germany can enrich each other in developing bilingual education. In bilingual education the content of a school subject (like geography ; history or mathematics) is taught through the medium of a foreign language. In traditional language lessons ; the focus is on the language itself. In bilingual education the medium and the content of instruction are equally important. Language is not only taught ; but also used. The first part of this study describes the history and the current situation of bilingual education in both the Netherlands and in Germany. Bilingual education on both sides of the border was analysed regarding the aims and methods of teaching ; the languages and subjects chosen ; the curriculum material ; examinations ; certificates and diplomas ; teacher training ; the financial aspects as well as its research findings and evaluation. Classroom observation and numerous interviews with people involved in bilingual teaching revealed a lot of different variables influencing the classroom process and the output of teaching. This dissertation provides a survey of these variables ; its problems and more important a key to solving these problems. The experiences on both sides of the border provide important information ; although both the German and the Dutch bilingual models are developed in different national and regional contexts. The establishment of a network for bilingual education in Europe could be a meaningful basis for a fruitful exchange of theories and models. Networks are well known for the stimulating possibilities they offer as a forum for the exchange and dissemination of information. This dissertation is an attempt into this direction. The second part of this dissertation pays attention to classroom processes and behaviours of both students and teachers (approaches ; methods ; strategies ; techniques). The focus is on the learning environment itself through naturalistic inquiry ; a research paradigm in which naturally occurring events are studied. Several Dutch-English lessons in geography ; history and mathematics in a Dutch secondary school were taped and transcribed. Methods and materials used in teaching the two languages were examined ; as were other relevant factors. Besides classroom observation data collection included half-structured interviews with the co-ordinator and teachers involved in bilingual education ; the analysis of education policies and recent publications on bilingualism. The data gained by classroom observation ; transcriptions and interviews lead to the conclusion that under the given circumstances the school does not benefit at the most from the advantages of bilingual education. Teachers should become better equipped for their new challenge. The first research findings on the issue proved bilingual education in both the Netherlands and in Germany to have positive consequences. Compared to traditional foreign language teaching its superiority was even proved. However ; it is important to realise that the results achieved by means of bilingual education are still provisional results. We must improve teacher preparation ; reinforce and intensify bilingual education ; promote the implementation of new bilingual models ; but in the meantime evaluate the existing programmes.
Anmerkungen	Aachen : Publikationsserver der RWTH Aachen University 336 Bl (2002). = Aachen ; Techn. Hochsch. ; Diss. ; 2002
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