Sprachförderkompetenz pädagogischer Fachkräfte

Hopp, Holger; Thomä, Dieter; Tracy, Rosemarie

doi:10.1007/s11618-010-0166-z

Cited by 39 publications

(30 citation statements)

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“…Although the programs probably had conceptual weaknesses, the disappointing statistical findings may also be attributable to problems in implementation, a domain which is notoriously difficult to control in evaluations. Hopp et al (2010) assume that language training competence of the trainers in these programs varied substantially, which would be in line with findings about teacher competences in general (Lipowsky 2006). Yet, language training competence was not measured and controlled for statistically in the evaluation studies cited above -partly because there were no standardized assessment tools available.…”

Section: Introductionsupporting

confidence: 82%

“…Teachers need to analyze their students' abilities and select objectives, methods, and materials for instruction accordingly and, thus, planning is an essential feature of their professional expertise (Borko et al 1990, Peterson et al 1978). Following the model by Hopp et al (2010), childhood educators should be able to analyze the learner group and its characteristics to identify the children's current linguistic state and needs. In the next step, they must be able to select linguistic objectives based on children's current language development and choose appropriate contents and methods in order to provide children with relevant learning opportunities.…”

Section: Planning In Early Childhood Educationmentioning

confidence: 99%

“…From a theoretical perspective, pedagogical content knowledge, i.e., knowledge about language and language acquisition in this particular pedagogical context, should provide a necessary though not sufficient basis for pedagogical abilities displayed in specific language training situations (Hopp et al 2010, List 2010. Therefore the present study explores if educators' content knowledge relevant for language training enhances their abilities to plan language training.…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, early childhood educators need specific knowledge and abilities in order to act on a professional basis (Fröhlich-Gildhoff et al 2011) in particular when they are expected to systematically foster linguistic abilities. Hopp et al (2010) transferred models of teacher competence to the area of early childcare and language training. They developed a linguistic model of language training competence based on language acquisition and multilingualism research.…”

Section: Introductionmentioning

confidence: 99%

“…In the present study we used SprachKoPF v06 (Thoma and Tracy 2012) to assess the language training competence of early childhood educators. The contents and interpretation of test results are based on the linguistic model of language training competence by Hopp et al (2010) discussed above. SprachKoPF v06 combines two subtests; one on knowledge and one on abilities.…”

Section: Introductionmentioning

confidence: 99%

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Early childhood educators’ knowledge and abilities in planning language learning environments

Ofner

Thomä

2014

European Journal of Applied Linguistics

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In this explorative study we investigate (1) how early childhood educators differ in their planning of language training, and (2) if their planning abilities in the context of language training increase with their linguistic content knowledge. We interviewed fifteen early childhood educators from southern Germany on their planning and reflection practices in language training and videotaped them during a language training session to assess how systematic their planning activities were. We qualitatively analyzed the interviews and developed a detailed coding scheme that allowed us to create a planning score. We previously tested their knowledge about language, first and second language acquisition, assessment, and training with a standardized test for language training competence (SprachKoPF v06 ). In qualitative analyses we identified two types of early childhood educators: elaborate and restricted planners. Correlational analyses and group comparisons suggest that educators with more language-specific knowledge are more systematic and target-oriented when planning language learning environments.Zusammenfassung: In dieser explorativen Studie untersuchen wir (1) wie sich pädagogische Fachkräfte in ihrer Fähigkeit Sprachfördersituationen zu planen unterscheiden und (2) ob ein umfangreicheres Wissen über Sprache und Sprachförderung zu einer gezielteren und systematischeren Planung führt. Dafür haben wir fünfzehn pädagogische Fachkräfte leitfadengestützt zur Planung und Reflexion einer Sprachfördereinheit befragt und eine Sprachfördereinheit videografiert. Die Interviews wurden kriteriengeleitet qualitativ ausgewertet und über Kodierungen quantifiziert. Weiterhin haben wir mithilfe des standardisierten Tests SprachKoPF v06 das sprachförderrelevante Wissen der Probandinnen erhoben. In unseren qualitativen Analysen konnten wir zwei Typen von frühpädagogischen Fachkräften identifizieren: systematische Planer und eingeschränkte Planer. Korrelationsanalysen und Gruppenvergleiche deuten darauf hin, dass pädagogische Fachkräfte mit mehr sprachförderrelevantem Wissen ihre Sprachförderung systematischer und zielgerichteter planen.Resumen: En este estudio exploratorio investigamos (1) cómo se diferencia el personal pedagógico cualificado en la planificación de la formación lingüística, y (2) si el conocimiento más detallado sobre la lengua y el fomento de la lengua resulta en una planificación más específica y sistemática. Entrevistamos a quince pedagogos/as del sur de Alemania sobre sus prácticas de planificación y reflexión en su formación de idiomas, y los/las filmamos durante tal entrenamiento para determinar hasta qué punto sus actividadesde planificación eran sistemáticas. Analizamos cualitativamente las entrevistas y desarrollamos una codificación detallada para la evaluación. Además comprobamos el conocimiento relevante para la formación lingüística de los/las pedagogos/as con ayuda del test estandarizado SprachKoPF v06 . En nuestros análisis cualitativos identificamos dos tipos de pedagogos: el planificador sistemátic...

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Section: Introductionsupporting

confidence: 82%