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Paul Berge

Bilingual education, or CLIL, at primary school varies greatly across European educational contexts. Teaching Young Learners in Bilingual Settings reports on a study that explored one such CLIL context in Dortmund, Germany. Through interviews and classroom observations, the researcher and author sought not only to document some of what takes place in CLIL classrooms but to describe and understand teachers' thoughts and beliefs about their CLIL teaching practices. This research contributes to a better understanding of primary school CLIL programs and teachers and is relevant for researchers working in the fields of foreign language education, bilingual education, and language teacher cognition research. Furthermore, the insights into CLIL teachers' thinking can support CLIL teachers, administrators, and policy makers as they seek to further develop CLIL pedagogy and programs.

Narr Francke Attempto Verlag

Giessener Beiträge zur Fremdsprachendidaktik

Teaching Young Learners in Bilingual Settings: A  teacher cognition study in the context of CLIL at the Dortmund International Primary Schools (DIPS) network

Joannis Kaliampos

How does foreign language learners' agency emerge at the micro-level of classroom activity during the enactment of digitally-enhanced tasks, and how do these learners exercise their agency digitally within and beyond the classroom? Drawing on research in task-based and computer-assisted language learning, this mixed-methods study uncovers key dimensions of "learner agency" - a newcomer to the field of language teaching methodology and applied linguistics. The analysis centers on three case studies of teenage students' perceptions and handling of digitally-enhanced language learning tasks. These are complemented with a Germany-wide questionnaire survey among participants in the U.S. Embassy School Election Project - an intercultural, blended language learning project that has drawn over 15,000 participants since 2012.

EFL Learners' Task Perceptions and Agency in Blended Learning: An Exploratory Mixed-Methods Study on the 'U.S. Embassy School Election Project'

Kirsten Birsak de Jersey

The study addresses the question of how preschool teachers who work in regular state inclusive preschools can be qualified to teach English as a foreign language. Through the longitudinal case study, which followed the principles of participatory action research, substantial insights were gained which can be transferred to other pre-primary contexts.

English in Inclusive Multilingual Preschools: Researching the Potential of a Teacher Education Model for In-Service Teachers

Miriam Neigert

Young-old learners are an underresearched group in foreign/second language research. The present mixed-methods study aims to provide a more differentiated view of this group in the context of lifelong learning and, more specifically, learning English as a foreign language. The author draws from concepts in gerontology, psychology, adult education, and foreign/second language research to investigate the L2-self-concepts of young-old language learners at Volkshochschulen in Germany.

New Perspectives on Older Language Learners: A Mixed Methods Study on the Temporal Self of Young-Old EFL-Learners in Germany

Giessener Beiträge zur Fremdsprachendidaktik - Bogserien

Giessener Beiträge zur Fremdsprachendidaktik - Bogserien

Giessener Beiträge zur Fremdsprachendidaktik-bøgerne i rækkefølge

Lyt når som helst, hvor som helst