Erstsprachliche Leistungsentwicklung im Immersionsunterricht: Vorteile trotz Unterrichts in einer Fremdsprache?
Abstract
Zusammenfassung: Immersionsunterricht stellt eine Integration von Sprach- und Fachunterricht (vgl. CLIL) dar, bei dem Schüler in einer Fremdsprache (z. B. Englisch) unterrichtet werden. In dieser Studie wurde die Entwicklung von Leseflüssigkeit und Rechtschreibleistung in den ersten vier Jahrgangsstufen von n = 351 immersiv und n = 306 konventionell unterrichteten Schülern verglichen. Latente Wachstumskurvenmodelle zeigten, dass die Schülergruppen in beiden Domänen dasselbe Ausgangsniveau aufwiesen. In der Leseflüssigkeit fand sich jedoch ein schnellerer Leistungszuwachs bei den immersiv unterrichteten Schülern, während sich die Rechtschreibleistung in beiden Gruppen ähnlich positiv entwickelte. Damit bestätigt sich, dass Immersionsschüler trotz Unterrichts in einer Fremdsprache mindestens keine Nachteile im L1-Lesen und Schreiben erleiden. Die Befunde werden in Hinblick auf positive Effekte des Immersionsunterrichts auf kognitive Funktionen und interlinguale Transferprozesse diskutiert.
Abstract:Immersion education in Germany integrates content and language learning by delivering curricular content through the medium of a foreign language like English (see CLIL). In this study, we compared the development of L1 reading fluency and L1 orthography skills during elementary school between n = 351 immersion students and n = 306 conventionally educated students. To consider possible selection effects, we used cognitive abilities and socio-economic background as covariates. Analyses of latent growth curve models revealed equivalent initial performance levels in both reading fluency and orthography skills. However, immersion students’ reading fluency progressed faster than conventionally educated students’ performance. Orthography skills developed comparably in both groups. These results confirm that immersion students’ L1 reading and writing skills do not suffer despite being schooled in a foreign language. Results are discussed with regard to positive effects of immersion education on cognitive abilities and cross-language transfer processes.
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