Attention to Diversity in German CLIL Classrooms: Multi-Perspective Research on Students' and Teachers' Perceptions

Autor/inn/en	Siepmann, Philipp; Rumlich, Dominik; Matz, Frauke; Römhild, Ricardo
Titel	Attention to Diversity in German CLIL Classrooms: Multi-Perspective Research on Students' and Teachers' Perceptions
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 9, S.1080-1096 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siepmann, Philipp) ORCID (Rumlich, Dominik) ORCID (Matz, Frauke) ORCID (Römhild, Ricardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1981821
Schlagwörter	Content and Language Integrated Learning; Second Language Learning; Second Language Instruction; Foreign Countries; Teacher Attitudes; Geography Instruction; Scaffolding (Teaching Technique); Student Diversity; Native Language; Student Centered Learning; German; Classroom Techniques; Lesson Plans; Secondary School Students; Germany + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lehrerverhalten; Geography education; Geography lessons; Geografieunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Deutscher; Klassenführung; Lesson planning; Unterrichtsplanung; Sekundarschüler; Deutschland
Abstract	CLIL programmes are firmly established in German schools. While empirical studies have provided insights into aspects such as language- and content-related achievement, motivation, and cultural learning, little is known about classroom practices and students' perceptions thereof. Using ADiBE's instruments, this mixed-method study explores how teachers and students view differentiation and diversity-sensitive CLIL classroom practices in North Rhine-Westphalia, Germany. In total, 31 teachers and 595 students shared their experiences concerning methods, materials, classroom arrangements, scaffolding, and differentiation techniques used to foster the educational success of linguistically and academically diverse students. A classroom observation (45 minutes) geography lesson and an accompanying focus-group interview with six students allowed for deeper insights into specific practices and how they were perceived. The results show (how) diversity is frequently taken into account in various ways, yet there are also substantial challenges in catering to a diverse student population. The findings of this first phase of the ADiBE project lay the groundwork for further research on heterogeneity in CLIL and will be used as a stepping stone for the creation of research-informed CLIL teaching materials and teacher-training resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01