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Originalia

Schulleistungen monolingual und immersiv unterrichteter Kinder am Ende des ersten Schuljahres

Published Online:July 01, 2007https://doi.org/10.1026/0049-8637.39.3.141

Abstract

Zusammenfassung. In der vorliegenden Studie werden die Effekte früher Teilimmersion (Englischsprachiger Unterricht in allen Fächern außer in Deutsch) auf den Erwerb des Lesens und Schreibens (in der Erstsprache) und des Rechnens im ersten Schuljahr untersucht. N = 139 Erstklässler, die entweder monolingual oder teilimmersiv unterrichtet werden, wurden zu zwei Zeitpunkten innerhalb des ersten Schuljahres getestet. In der ersten Hälfte des Schuljahres wurden neben familiären Hintergrundvariablen und vorschulischen Aktivitäten (Lesen/Schreiben, Rechnen) die Konzentrationsleistung, die nonverbale Intelligenz, das Verbalgedächtnis sowie das Interesse und das Selbstkonzept für die Schulfächer Deutsch (Lesen/Schreiben) und Mathematik erfasst. Gegen Ende des Schuljahres wurden deutschsprachige Tests in den Fächern Deutsch und Mathematik durchgeführt. Für die teilimmersiv unterrichteten Schüler ergaben sich keine Defizite im Lesen und Schreiben; ihre Mathematikleistungen waren denen der monolingual unterrichteten Schüler überlegen. Die Ergebnisse werden vor dem Hintergrund reflektiert, dass sich monolingual und immersiv unterrichtete Schüler hinsichtlich des familiären Bildungsniveaus sowie hinsichtlich der nonverbalen Intelligenztestleistungen sowie des Verbalgedächtnisses unterscheiden. Sie werden zudem mit Bezug zu J. Cummins’ Interdependenz-Hypothese (1979) diskutiert.


School achievement in monolingual educated children and children in an immersion program: Results after the first year at school

Abstract. The present study examines the effects of partial immersion (all school subjects, including math, are taught in English (second language; L2) except learning to read and write, which are taught in German (first language; L1)) on school performance in the first year at school. N = 139 first graders educated monolingually or in a partial immersion program were tested twice. In the first half of the school year, beside family characteristics and preschool activities (reading/writing, math), concentration, nonverbal intelligence, verbal memory, as well as German interest and self-concept and math interest and self-concept were tested. Towards the end of the school year German-speaking tests in the domains of reading, writing, and math where administered. While students taught immersive showed no deficits in L1-reading and writing, they were superior in mathematics. Discussing these results, we account for differences between monolingual and immersion students regarding educational level of parents as well as differences in nonverbal intelligence and verbal memory. The results are discussed with regard to J. Cummins’ interdependence model (1979).

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