Title in the original language
Zweiwegintegration durch zweisprachige Bildung? Ergebnisse aus der Staatlichen Europa-Schule Berlin
Yıl
2012
DOI
10.1007/s11159-012-9290-8
An abstract in the original language
Es gibt kein Rezept, wie mit der an Schulen in Europa haeufig vorkommenden Sprachenvielfalt umgegangen werden sollte. Dieser Artikel praesentiert eine vielversprechende Alternative zum einsprachigen Unterricht. Die Staatliche Europa-Schule Berlin (SESB) ist ein Modell der Zweiwegimmersion (ZWI), das Kinder mit deutscher Muttersprache und Kinder mit einer anderen vor
Ort gesprochenen Muttersprache in der gleichen Schulklasse vereint, und sie in zwei Sprachen gemeinsam unterrichtet. In diesem Modell, das in Berlin an 17 Grundschulen und 13 weiterfuehrenden Schulen angeboten wird, lernen Kinder und Jugendliche in zwei Sprachen voneinander und miteinander. Auf der Grundlage einer hauptsaechlich quantitativen, quasi-experimentellen Studie mit 603 Jugendlichen
wird bewiesen, dass es eine Anzahl von friedenslinguistischen Vorteilen gibt, die neben persoenlicher und gesellschaftlicher Mehrsprachigkeit soziale Zweiwegintegration foerdern koennen. Dies fuehrt zu dem Schluss, dass ZWI-Erziehung, so wie sie in Berlin praktiziert wird, als Bildungsmodell fuer andere mehrsprachige Regionen Europas dienen koennte.
Ort gesprochenen Muttersprache in der gleichen Schulklasse vereint, und sie in zwei Sprachen gemeinsam unterrichtet. In diesem Modell, das in Berlin an 17 Grundschulen und 13 weiterfuehrenden Schulen angeboten wird, lernen Kinder und Jugendliche in zwei Sprachen voneinander und miteinander. Auf der Grundlage einer hauptsaechlich quantitativen, quasi-experimentellen Studie mit 603 Jugendlichen
wird bewiesen, dass es eine Anzahl von friedenslinguistischen Vorteilen gibt, die neben persoenlicher und gesellschaftlicher Mehrsprachigkeit soziale Zweiwegintegration foerdern koennen. Dies fuehrt zu dem Schluss, dass ZWI-Erziehung, so wie sie in Berlin praktiziert wird, als Bildungsmodell fuer andere mehrsprachige Regionen Europas dienen koennte.
An abstract in English
In addition to German and English, abstracts are available in French, Spanish and Russian here https://link.springer.com/article/10.1007/s11159-012-9290-8
English Abstract
While there is no simple recipe of how to respond to the multitude of languages present in many European schools, this article presents a promising alternative to monolingual education. The focus is on Staatliche Europa-Schule Berlin (SESB), a two-way immersion (TWI) model that unites children whose mother tongue is German with children whose mother tongue is another locally spoken language in one class and teaches them together in two languages. Thus in this model, offered by 17 primary schools and 13 secondary schools in Berlin, pupils learn in two languages from and with each other. Based on a largely quantitative, quasi-experimental study with 603 students, evidence is provided that there are a number of peace-linguistic benefits that can promote two-way social integration, besides fostering personal and societal multilingualism. This suggests that TWI education as practised in Berlin could serve as an educational model for other
multilingual parts of Europe.
English Abstract
While there is no simple recipe of how to respond to the multitude of languages present in many European schools, this article presents a promising alternative to monolingual education. The focus is on Staatliche Europa-Schule Berlin (SESB), a two-way immersion (TWI) model that unites children whose mother tongue is German with children whose mother tongue is another locally spoken language in one class and teaches them together in two languages. Thus in this model, offered by 17 primary schools and 13 secondary schools in Berlin, pupils learn in two languages from and with each other. Based on a largely quantitative, quasi-experimental study with 603 students, evidence is provided that there are a number of peace-linguistic benefits that can promote two-way social integration, besides fostering personal and societal multilingualism. This suggests that TWI education as practised in Berlin could serve as an educational model for other
multilingual parts of Europe.
Annotation in English
Based on a largely quantitative, quasi-experimental study with 603 students, Meier, a Senior Lecturer at the University of Exeter has published several papers on SESB, bilingual education and multilingualism in education, as well as on language education and socialisation and cohesion.
In this article, she provides convincing evidence that SESB can be associated with a number of peace-linguistic benefits that can promote two-way social integration, besides fostering personal and societal multilingualism. She concludes that TWI education as practised in Berlin could serve as an educational model for other multilingual parts of Europe.
This study should be noted, as at the time it was the only study that compared regular classrooms with bilingually taught classrooms in 7 different schools. Since then a new larger evaluation has been conducted – see Moeller, Hohenstein, Fleckenstein, Koeller & Baumert (2016, in German).
The quantitative approach had the disadvantage that language repertoires of learners, and other variables, had to be simplified for statistical analysis.
In this article, she provides convincing evidence that SESB can be associated with a number of peace-linguistic benefits that can promote two-way social integration, besides fostering personal and societal multilingualism. She concludes that TWI education as practised in Berlin could serve as an educational model for other multilingual parts of Europe.
This study should be noted, as at the time it was the only study that compared regular classrooms with bilingually taught classrooms in 7 different schools. Since then a new larger evaluation has been conducted – see Moeller, Hohenstein, Fleckenstein, Koeller & Baumert (2016, in German).
The quantitative approach had the disadvantage that language repertoires of learners, and other variables, had to be simplified for statistical analysis.
Tip
Peer-reviewed journal
Original language
Almanca
Full reference in original language
Meier, G. Zweiwegintegration durch zweisprachige Bildung? Ergebnisse aus der Staatlichen Europa-Schule Berlin. Int Rev Educ 58, 335–352 (2012). https://doi.org/10.1007/s11159-012-9290-8