Learner autonomy in the CLIL classroom:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Berlin
Peter Lang
[2019]
|
| Schriftenreihe: | Mehrsprachigkeit in Schule und Unterricht
Band 18 |
| Schlagworte: | |
| Online-Zugang: | Inhaltstext Inhaltsverzeichnis |
| Beschreibung: | 300 Seiten Diagramme 21 cm x 14.8 cm, 461 g |
| ISBN: | 9783631780138 3631780133 |
Internformat
MARC
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| 245 | 1 | 0 | |a Learner autonomy in the CLIL classroom |c Frank Maschmeier |
| 264 | 1 | |a Berlin |b Peter Lang |c [2019] | |
| 300 | |a 300 Seiten |b Diagramme |c 21 cm x 14.8 cm, 461 g | ||
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| 490 | 1 | |a Mehrsprachigkeit in Schule und Unterricht |v Band 18 | |
| 502 | |b Dissertation |c Universität Bielefeld |d 2017 | ||
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| 650 | 0 | 7 | |a Content and language integrated learning |0 (DE-588)7709468-2 |2 gnd |9 rswk-swf |
| 653 | |a Autonomy | ||
| 653 | |a Breidbach | ||
| 653 | |a Classroom | ||
| 653 | |a Frank | ||
| 653 | |a Learner | ||
| 653 | |a Learner autonomy | ||
| 653 | |a Maschmeier | ||
| 653 | |a Mixed-methods research | ||
| 653 | |a Motivational psychology | ||
| 653 | |a Rücker | ||
| 653 | |a Scaffolding | ||
| 653 | |a Stephan | ||
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| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, MOBI |z 978-3-631-78016-9 |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, PDF |z 978-3-631-78014-5 |
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Datensatz im Suchindex
| _version_ | 1804180288156205056 |
|---|---|
| adam_text | CONTENTS
FREQUENTLY
USED
ABBREVIATIONS
.............................................................
11
1.
INTRODUCTION
.......................................................................................
13
2.
CLIL:
BETWEEN
SUBJECT
AND
LANGUAGE
LEARNING
..........................
17
2.1
DEFINING
CLIL:
UNDERLYING
CONCEPTS
.....................................................
18
2.1.1
TOWARDS
A
GENERAL
DEFINITION
OF
BILINGUALISM
................................
18
2.1.2
DIFFERENT
MODELS
OF
BILINGUAL
EDUCATION
........................................
22
2.1.3
PEDAGOGICAL
IMPLICATIONS
OF
CLIL:
A
FIRST
APPROACH
......................
25
2.2
GLOBAL
PERSPECTIVES:
DIFFERENT
CLIL
APPROACHES
AND
THEIR
RELEVANCE
FOR
CLIL
IN
GERMANY
.............................................................
28
2.2.1
THE
POLITICISATION
OF
BILINGUAL
EDUCATION:
U.S.
EXPERIENCES
AS
AN
ANSWER
TO
THE
ISSUE
OF
EMANCIPATORY
CLIL?
..............................
29
2.2.2
FRENCH
IMMERSION
IN
CANADA:
A
ROLE
MODEL
FOR
ENRICHMENT
CLIL?
...............................................................................................
33
2.2.3
CLIL
IN
EUROPE:
THE
POLITICISATION
OF
BILINGUAL
EDUCATION
REVISITED
...........................................................................................
37
2.2.3.1
MULTILINGUALISM
IN
EUROPE
..............................................
37
2.2.3.2
CLIL
PROVISION
AND
OBJECTIVES
IN
EUROPE
.........................
39
2.3
CLIL
IN
GERMANY
....................................................................................
43
2.3.1
THE
FRAMEWORK
OF
CLIL
IN
GERMANY:
LOCATION
IN
THE
CURRICULAR
SYSTEM
AND
OFFICIAL
REGULATIONS
.....................................
43
2.3.2
DEVELOPMENT
AND
DISTRIBUTION
OF
CLIL
IN
GERMANY
....................
45
2.3.3
CURRENT
OBJECTIVES
..........................................................................
47
2.3.4
CLIL
VERSUS
BSFU:
RECONCEPTUALISING
THE
BILINGUAL
CLASSROOM?
......................................................................................
50
2.3.5
REAPING
THE
HARVEST:
OUTCOMES
OF
CLIL
IN
GERMANY
SO
FAR
..........
55
2.4
CHAPTER
SUMMARY
...................................................................................
64
8
CONTENTS
3.
LEARNER
AUTONOMY
IN
LANGUAGE
AND
SUBJECT
LEARNING
..............
67
3.1
DEFINING
LANGUAGE
LEARNING
AUTONOMY
.................................................
68
3.1.1
DEFINING
A
MULTI-FACETED
CONCEPT
.................................................
68
3.1.2
MEASURING
LEARNER
AUTONOMY
.......................................................
78
3.2
LEARNER
AUTONOMY
BEYOND
THE
LANGUAGE
CLASSROOM
...........................
83
3.2.1
THE
ROOTS
OF
LEARNER
AUTONOMY
......................................................
84
3.2.2
LEARNER
AUTONOMY
IN
SUBJECT-RELATED
DIDACTICS
...........................
91
3.3
LOCATING
LEARNER
AUTONOMY
IN
THE
CURRICULUM
....................................
96
3.4
LEARNER
AUTONOMY
AND
LEARNING
SUCCESS
..............................................
99
3.5
FOSTERING
LEARNER
AUTONOMY
.................................................................
105
3.5.1
DIFFERENT
APPROACHES
AND
THE
ROLE
OF
THE
TEACHER
........................
105
3.5.2
POTENTIAL
EXTERNAL
OBSTACLES
..........................................................
114
3.6
CHAPTER
SUMMARY
..................................................................................
116
4.
INTEGRATING
LEARNER
AUTONOMY
INTO
CLIL:
OPPORTUNITY
OR
PROBLEM
AREA?
......................................................................................
119
4.1
CLIL:
AN
AUTONOMY-SUPPORTIVE
ENVIRONMENT?
...................................
119
4.2
POTENTIAL
PROBLEM
AREAS
AND
POTENTIAL
SOLUTIONS
.................................
121
4.2.1
INCREASED
INVESTMENT
IN
CLIL
AND
THE
ROLE
OF
SCAFFOLDING
.......
121
4.2.2
CURRICULAR
SITUATION
IN
NRW:
EXPOSURE
TIME
...............................
129
4.3
CHAPTER
SUMMARY
AND
OUTLOOK
.............................................................
131
5.
INTEGRATING
LEARNER
AUTONOMY
INTO
CLIL:
THE
RELEVANCE
OF
STUDENT
MOTIVATION
............................................................................
133
5.1
MOTIVATION
IN
THE
CONTEXT
OF
THE
RESEARCH
PROJECT
...............................
133
5.2
MOTIVATION
IN
DIFFERENT
FIELDS
OF
RESEARCH
.............................................
134
5.2.1
THE
BACKGROUND:
MOTIVATIONAL
PSYCHOLOGY
..................................
134
5.2.2
MOTIVATION
IN
EDUCATIONAL
SETTINGS
...............................................
141
5.2.3
MOTIVATION
IN
LANGUAGE
LEARNING
..................................................
145
CONTENTS
9
5.3
BETWEEN
LANGUAGE
AND
SUBJECT
MOTIVATION:
THE
SPECIAL
SITUATION
OF
CLIL
........................................................................................................
154
5.4
MOTIVATION
AND
PERFORMANCE
...............................................................
156
5.5
CHAPTER
SUMMARY
..................................................................................
162
6.
DESIGN
OF
THE
EMPIRICAL
STUDY
.........................................................
165
6.1
RESEARCH
QUESTIONS
.................................................................................
165
6.2
DESIGN
OF
THE
STUDY
AND
RESEARCH
INSTRUMENTS
....................................
168
6.2.1
MAIN
STAGES:
OVERVIEW
...................................................................
169
6.2.2
THE
QUESTIONNAIRE
SURVEYS
............................................................
169
6.2.3
ADDITIONAL
QUALITATIVE
DATA
...........................................................
176
6.2.4
PERFORMANCE
TESTS
.........................................................................
177
6.2.5
THE
METHODOLOGICAL
APPROACHES
TO
AUTONOMY
TESTED
IN
THE
STUDENT
STUDY
.................................................................................
185
6.2.5.1
STATION
NAVIGATION
............................................................
186
6.25.2
MYSTERY
.............................................................................
189
6.2.53
DEGREES
OF
AUTONOMY
IN
STATION
NAVIGATION
AND
MYSTERY
.............................................................................
191
7.
RESULTS
..................................................................................................
195
7.1
TEACHER
SURVEY
.......................................................................................
195
7.1.1
PROCESSING
AND
SAMPLE
GROUP
........................................................
195
7.1.2
STATISTICAL
ANALYSIS
.........................................................................
197
7.1.3
CORRELATIONS
ACROSS
THEMATIC
AREAS
.................................................
203
7.2
STUDENT
SURVEY
.......................................................................................
204
7.2.1
STUDENT
QUESTIONNAIRE
...................................................................
204
7.2.1.1
DESCRIPTIVE
ANALYSIS
...........................................................
204
7.2.1.2
CORRELATIONS
ACROSS
THEMATIC
AREAS
...................................
218
7.2.1.3
INTERIM
SUMMARY:
STUDENT
QUESTIONNAIRE
........................
225
7.2.2
STUDENT
INTERVIEWS
..........................................................................
227
10
CONTENTS
7.3
PERFORMANCE
OF
EXPERIMENTAL
AND
CONTROL
GROUP
...............................
234
7.3.1
PRIOR
COMPARISON
OF
EXPERIMENTAL
AND
CONTROL
GROUP:
PRE-TEST
.................................................................................
234
7.3.2
PERFORMANCE
TEST
YEAR
7
...................................................................
238
7.3.3
PERFORMANCE
TEST
YEAR
10
................................................................
241
7.4
CHAPTER
SUMMARY
..................................................................................
244
8.
DISCUSSION
OF
STUDY
RESULTS
...............................................................
249
8.1
TEACHER
GUIDANCE
VERSUS
LEARNER
AUTONOMY
IN
CLIL:
TEACHERS
*
AND
STUDENTS
*
PERCEPTIONS
......................................................................
249
8.2
PERFORMANCE
OF
EXPERIMENTAL
AND
CONTROL
GROUPS:
IMPLICATIONS
FOR
TEACHER
SUPPORT
AND
AUTONOMY
.......................................................
254
8.3
STUDENT
MOTIVATION
IN
CLIL
..................................................................
258
8.4
EVALUATION
OF
THE
METHODOLOGICAL
APPROACHES
TESTED
.........................
262
8.5
SUMMARY
AND
INTEGRATION
OF
FINDINGS
..................................................
263
9.
IMPLICATIONS
FOR
CLIL
PRACTICE
AND
OUTLOOK
................................
269
9.1
IMPLICATIONS
FOR
THE
CLIL
CLASSROOM
.................
269
9.2
OUTLOOK:
LIMITATIONS
OF
THE
STUDY
AND
FUTURE
RESEARCH
.......................
272
LIST
OF
FIGURES
..............................................................................................
277
LIST
OF
TABLES
................................................................................................
279
REFERENCES
...................................................................................................
281
|
| any_adam_object | 1 |
| author | Maschmeier, Frank |
| author_GND | (DE-588)1191273318 |
| author_facet | Maschmeier, Frank |
| author_role | aut |
| author_sort | Maschmeier, Frank |
| author_variant | f m fm |
| building | Verbundindex |
| bvnumber | BV046034685 |
| classification_rvk | DP 4200 ES 862 |
| ctrlnum | (OCoLC)1101346357 (DE-599)DNB1185675191 |
| discipline | Pädagogik Sprachwissenschaft Literaturwissenschaft |
| format | Thesis Book |
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| indexdate | 2024-07-10T08:33:22Z |
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| open_access_boolean | |
| owner | DE-20 DE-11 DE-739 |
| owner_facet | DE-20 DE-11 DE-739 |
| physical | 300 Seiten Diagramme 21 cm x 14.8 cm, 461 g |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | Peter Lang |
| record_format | marc |
| series | Mehrsprachigkeit in Schule und Unterricht |
| series2 | Mehrsprachigkeit in Schule und Unterricht |
| spelling | Maschmeier, Frank Verfasser (DE-588)1191273318 aut Learner autonomy in the CLIL classroom Frank Maschmeier Berlin Peter Lang [2019] 300 Seiten Diagramme 21 cm x 14.8 cm, 461 g txt rdacontent n rdamedia nc rdacarrier Mehrsprachigkeit in Schule und Unterricht Band 18 Dissertation Universität Bielefeld 2017 Selbstgesteuertes Lernen (DE-588)4180834-4 gnd rswk-swf Content and language integrated learning (DE-588)7709468-2 gnd rswk-swf Autonomy Breidbach Classroom Frank Learner Learner autonomy Maschmeier Mixed-methods research Motivational psychology Rücker Scaffolding Stephan (DE-588)4113937-9 Hochschulschrift gnd-content Content and language integrated learning (DE-588)7709468-2 s Selbstgesteuertes Lernen (DE-588)4180834-4 s DE-604 Peter Lang GmbH (DE-588)1065711506 pbl Erscheint auch als Online-Ausgabe, EPUB 978-3-631-78015-2 Erscheint auch als Online-Ausgabe, MOBI 978-3-631-78016-9 Erscheint auch als Online-Ausgabe, PDF 978-3-631-78014-5 Mehrsprachigkeit in Schule und Unterricht Band 18 (DE-604)BV014702363 18 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=a5bd01e3a29949c189a7e0da05959ea6&prov=M&dok_var=1&dok_ext=htm Inhaltstext DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031416498&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Maschmeier, Frank Learner autonomy in the CLIL classroom Mehrsprachigkeit in Schule und Unterricht Selbstgesteuertes Lernen (DE-588)4180834-4 gnd Content and language integrated learning (DE-588)7709468-2 gnd |
| subject_GND | (DE-588)4180834-4 (DE-588)7709468-2 (DE-588)4113937-9 |
| title | Learner autonomy in the CLIL classroom |
| title_auth | Learner autonomy in the CLIL classroom |
| title_exact_search | Learner autonomy in the CLIL classroom |
| title_full | Learner autonomy in the CLIL classroom Frank Maschmeier |
| title_fullStr | Learner autonomy in the CLIL classroom Frank Maschmeier |
| title_full_unstemmed | Learner autonomy in the CLIL classroom Frank Maschmeier |
| title_short | Learner autonomy in the CLIL classroom |
| title_sort | learner autonomy in the clil classroom |
| topic | Selbstgesteuertes Lernen (DE-588)4180834-4 gnd Content and language integrated learning (DE-588)7709468-2 gnd |
| topic_facet | Selbstgesteuertes Lernen Content and language integrated learning Hochschulschrift |
| url | http://deposit.dnb.de/cgi-bin/dokserv?id=a5bd01e3a29949c189a7e0da05959ea6&prov=M&dok_var=1&dok_ext=htm http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=031416498&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV014702363 |
| work_keys_str_mv | AT maschmeierfrank learnerautonomyintheclilclassroom AT peterlanggmbh learnerautonomyintheclilclassroom |