Abstract
This study discusses a collaborative research and development project consisting of science teachers, German as a Second Language (GSL) teachers, and science educators. The project follows the model of Participatory Action Research in science education. It focuses on the development of teaching modules for early lower secondary school science lessons in grades 5–8 (age ranges roughly from 10 to 11 and 13 to 14, respectively) on different topics. The lesson modules implement the integration of content and language with the help of the Content and Language Integrated Learning (CLIL) approach. All lessons are structured using cooperative and autonomous learning methods. Over the last 2 years, the group has included intercultural understanding in its teaching materials. The accompanying research attempts to answer the following question: to what extent is it possible for students to learn science content, scientific terminology, and the German language simultaneously in an intercultural context, while working in cooperative learning settings and developing their intercultural understanding? Data were collected from classroom observations, student feedback questionnaires, cognitive tests, and teacher feedback. The initial results show that it is possible to successfully combine science content, language, and intercultural factors in the same lesson module. Students were highly motivated and the lesson modules showed great potential for improving students’ learning about the science subject matter. The lessons simultaneously contributed to improvements in the students’ German language skills and intercultural understanding. The findings reflect both the potential benefits and consequences of the language and intercultural understanding aspects selected for this lesson module. Conclusions from the results and further ideas are also addressed.
This is a preview of subscription content, log in via an institution.
References
Benholz, C., & Iordanidou, C. (2004). Fachtexte im Deutschunterricht der Sekundarstufe I. 5.- 8. Jahrgangsstufe. Deutschunterricht. Sonderheft: Das mehrsprachige Klassenzimmer, 4, 19–27.
Brandenburger, A. (2007). Fachunterricht ist Sprachförderung … Selbstständiger und kompetenter Umgang mit Lesetexten und Fachsprache. Pädagogik, 6, 29–32.
Bredella, L. (2003). For a flexible model of intercultural understanding. In G. Alred, M. Byram & M. Fleming (Eds.), Intercultural experience and education (pp. 31–49). Clevedon: Multilingual Matters.
Bryan, L. A., & Atwater, M. M. (2002). Teacher beliefs and cultural models: A challenge for science teacher preparation programs. Science Education, 86, 821–839. https://doi.org/10.1002/sce.10043
Busch, H., & Ralle, B. (2012). Special language competences – diagnosis and individual support. In S. Markic, D. di Fuccia, I. Eilks & B. Ralle (Eds.), Heterogeneity and cultural diversity in science education and science education research (pp. 11–22). Aachen: Shaker.
Carter, L. (2007). Sociocultural influences on science education: Innovation for contemporary times. Science & Education, 92, 165–181. https://doi.org/10.1002/sce.20228
Cassels, J. R. T., & Johnstone, A. H. (1983). Meaning of the words and the teaching in chemistry. Education in Chemistry, 20, 10–11.
Childs, P. E., Markic, S., & Ryan, M. C. (2015). The role of language in teaching and learning of chemistry. In J. Garcia-Martinez & E. Serrano-Torregrosa (Eds.), Chemistry education: Best practice, innovative strategies and new technologies (pp. 421–446). Weinheim: Wiley.
Collier, V. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21, 617–641. https://doi.org/10.2307/3586986
Eilks, I., & Markic, S. (Eds.). (2014). Traditions and trends in German mathematics, science and technology education. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 229–396.
Eilks, I., & Ralle, B. (2002). Participatory action research in chemical education. In B. Ralle & I. Eilks (Eds.), Research in chemical education – what does this mean? (pp. 87–98). Aachen: Shaker.
Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education, 28, 491–520. https://doi.org/10.1080/09500690500339092
Ford, A., & Peat, F. (1988). The role of the language in science. Foundation of Physics, 18, 1233–1241.
Grosser, M., & Glombard, B. (2008). The relationship between culture and the development of critical thinking abilities of prospective teachers. Teaching and Teacher Education, 24, 1364–1375. https://doi.org/10.1016/j.tate.2007.10.001
Johnstone, A. H., & Selepeng, D. (2001). A language problem revisited. Chemistry Education Research and Practice, 2, 19–29. https://doi.org/10.1039/B0RP90028A
Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75, 491–530. https://doi.org/10.3102/00346543075004491
Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English language backgrounds. Educational Researcher, 27, 12–21. https://doi.org/10.3102/0013189X027004012
Leisen, J. (2004). Der bilinguale Sachfachunterricht aus verschiedenen Perspektiven – Deutsch als Arbeitssprache, als Lernsprache, als Unterrichtssprache und als Sachfachsprache im Deutschsprachigen Fachunterricht (DFU). Fremdsprache Deutsch, 30, 7–14.
Maas, U. (2005). Sprache und Sprechen in der Migration im Einwanderungsland Deutschland. In Instituts für Migrationsforschung und Interkulturelle Studien (IMIS) der Universität Osnabrück (Ed.), Sprache und Migration (pp. 89–134). Bad Iburg: Grote Druck.
Mamlok-Naaman, R., Abels, S., & Markic, S. (2015). Learning about relevance concerning cultural and gender differences in chemistry education. In I. Eilks & A. Hofstein (Eds.), Relevant chemistry education – from theory to practice (pp. 219–240). Rotterdam: Sense.
Markic, S. (2010). Umgang mit sprachlichen Defiziten von Schülerinnen und Schülern im Chemieunterricht. In D. Höttecke (Ed.), Entwicklung naturwissenschaftlichen Denkens zwischen Phänomen und Systematik (pp. 496–498). Münster: LIT-Verlag.
Markic, S. (2011). Lesson plans for student language heterogeneity while learning about“matter and its properties”. In C. Bruguiere, A. Tiberghien & P. Clement (Eds.), Science learning and citizenship. Proceeding of the ESERA 2011 Conference. Part 3 (pp. 115–121). Lyon: European Science Education Research Association.
Markic, S. (2012). Lesson plans for students language heterogeneity while learning science. In S. Markic, D. di Fuccia, I. Eilks & B. Ralle (Eds.), Heterogeneity and cultural diversity in science education and science education research (pp. 41–52). Aachen: Shaker.
Markic, S., & Abels, S. (2014). Heterogeneity and diversity – a growing challenge or enrichment for science education in German schools? Eurasia Journal of Mathematics, Science and Technological Education, 10(4), 271–283. https://doi.org/10.12973/eurasia.2014.1082a
Markic, S., & Abels, S. (2016). Science education meets inclusion. In S. Markic & S. Abels (Eds.), Science education towards inclusion (pp. 1–6). New York: Nova Publishing.
Markic, S., Broggy, J., & Childs, P. (2012). How to deal with linguistic issues in chemistry classes. In I. Eilks & A. Hofstein (Eds.), Teaching chemistry – a studybook (pp. 141–166). Rotterdam: Sense.
Markic, S., & Eilks, I. (2008). A case study on German first year chemistry student teachers’ beliefs about chemistry teaching and their comparison with student teachers from other science teaching domains. Chemistry Education Research and Practice, 8, 25–34. https://doi.org/10.1039/B801288C
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 317–328. https://doi.org/10.1080/0022027870190403
Nieto, S. (Ed.). (2000). Affirming diversity: The sociopolitical context of multicultural education. 3rd ed. New York: Longman.
Osborne, J. (2002). Science without literacy: A ship without a sail? Cambridge Journal of Education, 32(2), 203–218. https://doi.org/10.1080/03057640220147559
Phillips, L. M., & Norris, S. P. (1999). Interpreting popular reports of science: What happens when the readers’ world meets the world on paper? International Journal of Science Education, 21, 317–327. https://doi.org/10.1080/095006999290723
Reich, H. H., & Roth, H.-J. (Eds.). (2002). Spracherwerb zweisprachig aufwachsender Kinder und Jugendlicher. Hamburg: Behörde für Bildung und Sport.
Riebling, L., & Bolte, C. (2008). Sprachliche Heterogenität im Chemieunterricht. In D. Höttecke (Ed.), Kompetenzen, Kompetenzmodelle, Kompetenzentwicklung. Gesellschaft für Didaktik der Chemie und Physik – Jahrestagung in Essen 2007 (pp. 176–178). Münster: LIT.
Rodrıguez, A., & Kitchen, R. S. (2005). Preparing prospective mathematics and science teachers to teach for diversity: Promising strategies for transformative action. Mahwah: Lawrence Erlbaum & Associates.
Roth, W., & Tobin, K. (2009). Solidarity and conflict: Aligned and misaligned prosody as a transactional resource in intra – and intercultural communication involving power differences. Cultural Studies of Science Education, 5, 807–847. https://doi.org/10.1007/s11422-010-9272-8
Scherz, Z., Spector-Levy, O., & Eylon, B. (2005). “Scientific communication”: An instructional program for high-order learning skills and its impact on students’ performance. In B. K. M. Goedhart, O. de-Jong & H. Eijkelhof (Eds.), Research and quality of science education (pp. 231–243). Dordrecht: Springer.
Sliwka, A. (2010). From homogeneity to diversity in German education. In OECD (Eds.), Effective teacher education for diversity: Strategies and challenges (pp. 205–217). Paris: OECD.
Tajmel, T. (2010). DaZ-Förderung im naturwissenschaftlichen Fachunterricht. In B. Ahrenholz (Ed.), Fachunterricht und Deutsch als Zweitsprache (pp. 167–184). Tübingen: Narr Verlag.
Van Oord, L., & Corn, K. (2013). Learning how to “swallow the world”: Engaging with human differences in culturally diverse classrooms. Journal of Research in International Education, 12(1), 22–32. https://doi.org/10.1177/1475240913478085
Walker, G. (2004). To educate the nations: Reflections on an international education. Woodbridge: John Catt.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Markic, S. (2018). Learning Language and Intercultural Understanding in Science Classes in Germany. In: Tang, KS., Danielsson, K. (eds) Global Developments in Literacy Research for Science Education. Springer, Cham. https://doi.org/10.1007/978-3-319-69197-8_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-69197-8_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-69196-1
Online ISBN: 978-3-319-69197-8
eBook Packages: EducationEducation (R0)