Förderung von Kindern mit Migrationshintergrund im Elementarbereich

Gogolin, Ingrid

doi:10.1007/978-3-531-91452-7_6

Cited by 9 publications

(5 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Interaction processes may constitute an important resource particularly for DLLs who are mainly or exclusively surrounded by their language of origin in their familial contexts. Moreover, natural communication situations with peers or teachers are of particular importance in early childhood when the development of second language competence ensues mainly without guidance and explicit instructions ( Gogolin, 2009 ). On the other hand, we assume that attentional processes are relevant not only for the development of first language competence ( Dixon and Smith, 2000 ; Dixon et al, 2006 ), but in particular in the scope of the development of second language competence given the diverging contexts of first- versus second language acquisition ( Winsler et al, 2008 ; Becker, 2010 ; Hoff, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

The Relation between Effortful Control and Language Competence—A Small But Mighty Difference between First and Second Language Learners

et al. 2016

View full text Add to dashboard Cite

The present longitudinal study evaluates the effect of effortful control (EC) as a core dimension of temperament on early language competence. We assume that first and second language competence is influenced by EC, and that immigrant children with low EC are thus at risk of an unfavorable language development. The sample consisted of n = 351 dual language learners (DLLs) with an immigrant background and n = 78 monolingual children. Language competence was measured with a standardized language test at age 4.9 years and at age 6.3 years. EC was captured with the Child Behavior Questionnaire, completed by teachers. Results of regression analyses revealed a significant effect of EC on second language development. DLLs with lower EC were found to have not only lower language competence at the beginning and the end of kindergarten but also a less favorable language development. Comparisons between the effect of EC on first and second language provide evidence that EC plays a bigger role in subsequent second language competence compared to first language competence. Overall, the results emphasize the small yet significant role of EC in the second language development of DLLs.

show abstract

Section: Discussionmentioning

confidence: 99%

The Relation between Effortful Control and Language Competence—A Small But Mighty Difference between First and Second Language Learners

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Dabei ist die Mehrsprachigkeit, die eine mehrkulturelle Sozialisation zumeist mit sich bringt, wohl die offensichtlichste Ressource. Bekannt ist in diesem Zusammenhang, dass der Erwerb von mehreren Sprachen nicht nur die kognitiven Fähigkeiten, sondern auch die Kommunikationsfähigkeit positiv beeinflussen kann (Gogolin 2008 Schönpflug (2002) an einer Stichprobe von jugendlichen Deutsch-T€ urken zeigen, dass eine hohe integrative Akkulturationsorientierung mit einer verstärkten Nutzung von problembezogenen und konstruktiv-emotionsorientierten Strategien der Stressbewältigung einhergeht. Eine Akkulturationsorientierung im Sinne von Separation beg€ unstigt dagegen vermeidende Strategien wie Verleugnung, Ablenkung, Aufgeben, Substanzgebrauch (z.…”

Section: Akkulturation Und Stressbewältigungunclassified

Kulturelle Diversität in Bildungssettings

Ringeisen¹,

Bürgermeister²

2016

Handbuch Diversity Kompetenz: Perspektiven Und Anwendungsfelder

View full text Add to dashboard Cite

Das Kapitel vermittelt einen Überblick zur Bedeutung von kultureller Diversität in Bildungssettings aus psychologischer Perspektive. Zum einen verf€ ugen Sch€ uler*innen mit mehrkultureller Identität € uber vielfältige Ressourcen, sehen sich beim Auftreten von Sprach-und/oder Akkulturationsbarrieren jedoch häufig mit leistungsbezogenen und/oder emotionalen Herausforderungen konfrontiert. Zum anderen stellen interkulturelle Lernumgebungen multiple Anforderungen an Lehrende, die sich neben fachlich-didaktischen Qualifikationen vor allem auf sozial-kommunikative und emotional-regulative Kompetenzen beziehen. Abschließend werden Förderansätze präsentiert, um kulturelle Diversität als Ressource im Lernalltag nutzbar machen zu können.

show abstract

“…Another result was a lack of support to learn German as a second language. This is significant, considering that 70% of these students spend their school terms entirely within German schools (Gogolin et al, 2003). Gogolin (1994Gogolin ( , 2002 pointed out that the German school system is "monolingual."…”

Section: Students From Immigrant Backgrounds In the General Educationmentioning

confidence: 99%

“…It contains students with or without German citizenship in the first, second, or third immigrant generation. According to Gogolin, Neumann, and Roth (2003), 9% of students in Germany do not have German citizenship, 22% have at least one parent who was born in a country other than Germany, and 8% have family languages other than German.…”

mentioning

confidence: 99%

Cultural and Social Diversity

2008

View full text Add to dashboard Cite

This article focuses on the special situation of children from low socioeconomic backgrounds and children from immigrant backgrounds within the German school system. This analysis presents an overview of research results showing a strong overrepresentation of these two minority groups within the special education system, particularly within special schools for students with learning difficulties. The authors emphasize the exclusionary and inclusionary processes within the German school system, showing that the strong tendency toward homogeneous grouping in German schools leads to disadvantages for minority students.

show abstract

Förderung von Kindern mit Migrationshintergrund im Elementarbereich

Cited by 9 publications

References 9 publications

The Relation between Effortful Control and Language Competence—A Small But Mighty Difference between First and Second Language Learners

The Relation between Effortful Control and Language Competence—A Small But Mighty Difference between First and Second Language Learners

Kulturelle Diversität in Bildungssettings

Cultural and Social Diversity

Contact Info

Product

Resources

About