Transferring language instruction into science education: Evaluating a novel approach to language- and subject-integrated science teaching and learning

Bates, D., Mächler, M., Bolker, B., & Walker, S. (2015). Fitting Linear Mixed-Effects Models using lme4. https://doi.org/10.48550/ARXIV.1406.5823 Search in Google Scholar

Bayraktar, S. (2001). A Meta-analysis of the Effectiveness of Computer-Assisted Instruction in Science Education. Journal of Research on Technology in Education, 34(2), 173–188. https://doi.org/10.1080/15391523.2001.1078234410.1080/15391523.2001.10782344 Search in Google Scholar

Becker-Mrotzek, M., & Woerfel, T. (2020). Sprachsensibler Unterricht und Deutsch als Zweitsprache als Gegenstand der Lehrerinnen- und Lehrerbildung. In C. Cramer et al. (Eds.), Handbuch Lehrerinnen- und Lehrerbildung (pp. 98–104). UTB.10.35468/hblb2020-011 Search in Google Scholar

Bolte, C., & Pastille, R. (2010). Naturwissenschaften zur Sprache bringen. Strategien und Umsetzung eines sprachaktivierend naturwissen- schaftlichen Unterrichts. In G. Fenkart, A. Lembens, & E. Erlacher-Zeitlinger (Eds.), Sprache, Mathematik und Naturwissenschaften (pp. 26–46). StudienVerlag. Search in Google Scholar

Bortz, J., & Döring, N. (2006). Forschungsmethoden und Evaluation: Für Human- und Sozialwis- senschaftler. Springer. Search in Google Scholar

Brown, B. A., Donovan, B., & Wild, A. (2019). Language and cognitive interference: How using complex scientific language limits cognitive performance. Science Education, 103(4), 750–769. https://doi.org/10.1002/sce.2150910.1002/sce.21509 Search in Google Scholar

Brown, B. A., Ryoo, K., & Rodriguez, J. (2010). Pathway Towards Fluency: Using ‘disaggregate instruction’ to promote science literacy. International Journal of Science Education, 32(11), 1465–1493. https://doi.org/10.1080/0950069090311792110.1080/09500690903117921 Search in Google Scholar

Brown, B. A., & Spang, E. (2008). Double talk: Synthesizing everyday and science language in the classroom. Science Education, 92(4), 708–732. https://doi.org/10.1002/sce.2025110.1002/sce.20251 Search in Google Scholar

Echevarría, J. (2012). Effective Practices for Increasing the Achievement of English Learners. CREATE Brief. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE). Search in Google Scholar

Eckes, T., & Grotjahn, R. (2006). A closer look at the construct validity of C-tests. Language Testing, 23(3), 290–325. https://doi.org/10.1191/0265532206lt330oa10.1191/0265532206lt330oa Search in Google Scholar

Gebhard, U., Höttecke, D., & Rehm, M. (2017). Naturwissenschaft und Sprache. In U. Gebhard, D. Höttecke, & M. Rehm, Pädagogik der Naturwissenschaften (pp. 107–124). Springer. https://doi.org/10.1007/978-3-531-19546-9_710.1007/978-3-531-19546-9_7 Search in Google Scholar

Gogolin, I., & Lange, I. (2011). Bildungssprache und Durchgängige Sprachbildung. In S. Fürstenau & M. Gomolla (Eds.), Migration und schulischer Wandel: Mehrsprachigkeit (pp. 107–127). VS-Verlag. Search in Google Scholar

Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6–30. Search in Google Scholar

Höttecke, D. et al. (2017). Vergleichende Messung fachsprachlicher Fähigkeiten in den Domänen Physik und Sport. Zeitschrift für Didaktik der Naturwissenschaften, 23(1), 53–69. https://doi.org/10.1007/s40573-017-0055-610.1007/s40573-017-0055-6 Search in Google Scholar

Institute for Educational Monitoring and Quality Control Hamburg. 2008. „C-Test Klasse 7/8 ‘Überfall +3‘“. Search in Google Scholar

Karlsson, A., Nygård Larsson, P., & Jakobsson, A. (2019). Multilingual students’ use of translanguaging in science classrooms. International Journal of Science Education, 41(15), 2049–2069. https://doi.org/10.1080/09500693.2018.147726110.1080/09500693.2018.1477261 Search in Google Scholar

Leyrat, C. et al. (2018). Cluster randomized trials with a small number of clusters: Which analyses should be used? International Journal of Epidemiology, 47(1), 321–331. https://doi.org/10.1093/ije/dyx16910.1093/ije/dyx169 Search in Google Scholar

Lüdecke, D. (2022). sjPlot: Data Visualization for Statistics in Social Science (R package version 2.8.12). https://CRAN.R-project.org/package=sjPlot Search in Google Scholar

Markic, S., & Childs, P. E. (2016). Language and the teaching and learning of chemistry. Chemistry Education Research and Practice, 17(3), 434–438. https://doi.org/10.1039/C6RP90006B10.1039/C6RP90006B Search in Google Scholar

McDonnell, L., Barker, M. K., & Wieman, C. (2016). Concepts first, jargon second improves student articulation of understanding. Biochemistry and Molecular Biology Education, 44(1), 12–19. https://doi.org/10.1002/bmb.2092210.1002/bmb.20922 Search in Google Scholar

Meneses, A., Escobar, J.-P., & Véliz, S. (2018). The effects of multimodal texts on science reading comprehension in Chilean fifth-graders: Text scaffolding and comprehension skills. International Journal of Science Education, 40(18), 2226–2244. https://doi.org/10.1080/09500693.2018.152747210.1080/09500693.2018.1527472 Search in Google Scholar

Prediger, S., & Wessel, L. (2013). Fostering German-language leanrers’ constructions of meanings for fractions—Design and effects of a language- and mathematics-integrated intervention. Mathematics Education Research Journal, 25, 435–456.10.1007/s13394-013-0079-2 Search in Google Scholar

R Core Team. (2018). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org/ Search in Google Scholar

Reiss, K. et al. (Eds.). (2019). PISA 2018. Waxmann. https://doi.org/10.31244/978383099100710.31244/9783830991007 Search in Google Scholar

Rincke, K. (2010). Von der Alltagssprache zur Fachsprache. Bruch oder schrittweiser Übergang? In G. Fenkart, A. Lembens, & E. Erlacher- Zeitlinger (Eds.), Sprache, Mathematik und Naturwissenschaften (pp. 47–62). StudienVerlag. Search in Google Scholar

Rincke, K. (2011). It’s Rather like Learning a Language: Development of talk and conceptual understanding in mechanics lessons. International Journal of Science Education, 33(2), 229–258. https://doi.org/10.1080/0950069100361534310.1080/09500691003615343 Search in Google Scholar

Roussel, S. et al. (2017). Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction, 52, 69–79. https://doi.org/10.1016/j.learnin-struc.2017.04.007 Search in Google Scholar

Schleppegrell, M. (2019). Language and knowledge: How nouns contribute to knowledge construction across school subjects. RISTAL, 2(1), 1–15. https://doi.org/10.23770/rt1821 Search in Google Scholar

Stanat, P. et al. (2022). IQB-Bildungstrend 2021. Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe im dritten Ländervergleich. Waxmann. Search in Google Scholar

Tajmel, T. (2010). Sensitizing Science Teachers to the Needs of Second Language Learners. In C. Benholz, G. Kniffka, & E. Winters-Ohle (Eds.), Fachliche und sprachliche Förderung von Schülern mit Migrationsgeschichte. Beiträge des Mercator-Symposions im Rahmen des 15. AILA- Weltkongresses „Mehrsprachigkeit: Herausfor- derungen und Chancen“ (pp. 53–74). Waxmann. Search in Google Scholar

Tajmel, T. (2017). Naturwissenschaftliche Bildung in der Migrationsgesellschaft. Springer. https://doi.org/10.1007/978-3-658-17123-010.1007/978-3-658-17123-0 Search in Google Scholar

Theyßen, H. (2014). Methodik von Vergleichsstudien zur Wirkung von Unterrichtsmedien. In D. Krüger, I. Parchmann, & H. Schecker (Eds.), Methoden in der naturwissenschaftsdidaktischen Forschung (pp. 67–80). Springer.10.1007/978-3-642-37827-0_6 Search in Google Scholar

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole et al., Eds.). Harvard University Press. Search in Google Scholar

Vygotsky, L. S. (2012). Thought and language (E. Hanfmann, G. Vakar, & A. Kozulin, Eds.; Rev. and expanded ed). MIT Press. Search in Google Scholar

Walqui, A. (2006). Scaffolding Instruction for English Language Learners: A Conceptual Framework. International Journal of Bilingual Education and Bilingualism, 9(2), 159–180. https://doi.org/10.1080/1367005060866863910.1080/13670050608668639 Search in Google Scholar

Wickham, H. (2016). ggplot2: Elegant Graphics for Data Analysis. Springer. https://ggplot2.tidyverse.org Search in Google Scholar

Wilhelm, M., Rehm, M., & Reinhardt, V. (2020). Das Transversale und das Spezifische von wirksamem Fachunterricht – Ansätze einer Allgemeinen Fachdidaktik. https://doi.org/10.25656/01:18854 Search in Google Scholar

Woerfel, T. et al. (2020). Systematisches Review zur Wirkung von didaktisch-methodischen Ansätzen des sprachsensiblen Unterrichts. Mercator-Institut für Sprachförderung und Deutsch als Zweitsprache, Universität zu Köln. Search in Google Scholar