Professional Development Training on Meaning-Focused Language Support in Elementary School Science Classes


The aim of the project is to expand an implicit meaning-focused language promotion approach, which has already been tested during extra classes for children with a non-German native language, by adding elements of linguistic awareness (in terms of Scaffolding) for a more guided acquisition of general and specific (academic) language features. Exemplary, curricular valid language promotion materials for selected topics for third grade science instruction will be developed and 17 teachers will be qualified within a training program over the course of one school year to implement these. By evaluating this approach, the direct effects of the training program on the professional skills of the teachers and the indirect effects on the language and subject-related competence development of the children will be examined. All tasks will be accomplished in a joint process within the research network of the departments of Educational Science of the Elementary and Primary level (Prof. Dr. Ilonca Hardy) and Educational Science (Prof. Dr. Petra Stanat, Dr. Sofie Henschel).
The aim of the project is to expand an implicit meaning-focused language promotion approach, which has already been tested during extra classes for children with a non-German native language, by adding elements of linguistic awareness (in terms of Scaffolding) for a more guided acquisition of general and specific (academic) language features. Exemplary, curricular valid language promotion materials for selected topics for third grade science instruction will be developed and 17 teachers will be qualified within a training program over the course of one school year to implement these. By evaluating this approach, the direct effects of the training program on the professional skills of the teachers and the indirect effects on the language and subject-related competence development of the children will be examined. All tasks will be accomplished in a joint process within the research network of the departments of Educational Science of the Elementary and Primary level (Prof. Dr. Ilonca Hardy) and Educational Science (Prof. Dr. Petra Stanat, Dr. Sofie Henschel).


Principal investigators
Stanat, Petra Prof. Dr. (Details) (Educational Psychology (Learning, Instruction and Evaluation))
Hardy, Ilonca Prof. Dr. (Goethe University Frankfurt)
Henschel, Sofie (Details) (Institute for Educational Quality Improvement)

Further project members
Gabler, Katrin Dr. (Humboldt-Universität zu Berlin)
Heppt, Birgit Dr. (Details) (Department of Education Studies)
Sontag, Christine Dr. (Humboldt-Universität zu Berlin)

Participating organisational units of HU Berlin

Duration of project
Start date: 01/2016
End date: 02/2020

Research Areas
Linguistics

Research Areas
Evaluation, Grundschule, Lehrkräftebildung, Sprachförderung

Publications
Gabler, K., Mannel, S., Hardy, I., Henschel, S., Heppt, B., Hettmannsperger-Lippolt, R., Sontag, C. & Stanat, P. (in Druck). Fachintegrierte Sprachförderung im Sachunterricht der Grundschule: Entwicklung, Erprobung und Evaluation eines Fortbildungskonzepts auf der Grundlage des Scaffolding-Ansatzes. In C. Titz, S. Weber, H. Wagner, A. Ropeter, S. Geyer & M. Hasselhorn (Hrsg.), Sprach- und Schriftsprachförderung wirksam gestalten: Innovative Konzepte und Forschungsimpulse (S. 59-83). Stuttgart: Kohlhammer.

Heppt, B., Henschel, S., Hettmannsperger-Lippolt, R., Sontag, C., Gabler, K., Hardy, I., Stanat, P. & Mannel, S. (in Druck). Erfassung und Bedeutung des Fachwortschatzes im Sachunterricht der Grundschule. In C. Titz, S. Weber, H. Wagner, A. Ropeter, S. Geyer & M. Hasselhorn (Hrsg.), Sprach- und Schriftsprachförderung wirksam gestalten: Innovative Konzepte und Forschungsimpulse (S. 84-109). Stuttgart: Kohlhammer.

Hettmannsperger, R., Gabler, K., Mannel, S., Hardy, I., Henschel, S., Heppt, B., Sontag, C. & Stanat, P. (2020). Professionalisierung von Lehrkräften zur bedeutungsfokussierten Sprachförderung im Sachunterricht: Das Projekt ProSach. In N. Skorsetz, M. Bonanati & D. Kucharz (Hrsg.), Diversität und soziale Ungleichheit. Herausforderungen an die Integrationsleistung der Grundschule. Jahrbuch Grundschulforschung (S. 330-334). Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-27529-7_54

Sontag, C., Gabler, K., & Hettmannsperger, R. (2019). ProSach: Professionalisierungsmaßnahmen zur bedeutungsfokussierten Sprachförderung im Sachunterricht der Grundschule. BiSS-Journal, 10, 22-26. Verfügbar unter: https://biss-sprachbildung.de/pdf/biss-journal-10-prosach.pdf

Sontag, C., Gabler, K., Hettmannsperger, R., Hardy, I., Henschel, S., Heppt, B., Mannel, S. & Stanat, P. (2019). ProSach: Professionalisierungsmaßnahmen zur bedeutungsfokussierten Sprachförderung im Sachunterricht der Grundschule. In BiSS-Trägerkonsortium (Hrsg.), Projektatlas BiSS-Entwicklungsprojekte: Ergebnisse und Empfehlungen (S. 26-36). Köln: Mercator-Institut für Sprachförderung und Deutsch als Zweitsprache. Verfügbar unter: https://biss-sprachbildung.de/wp-content/uploads/2019/11/biss-projektatlas-entwicklungsprojekte.pdf

Last updated on 2022-18-01 at 15:57