The Effects of Multilinguality on the Development of Causal Speech Acts in the Geography Classroom

Heuzeroth, Johannes; Budke, Alexandra

doi:10.3390/educsci10110299

Cited by 2 publications

(11 citation statements)

References 62 publications

(86 reference statements)

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“…On the basis of complexity (quality: mono- or multicausal) and accuracy of the verbalized causal structures (dependent variable), the effectiveness of metacognitive strategies (explanatory variable) is to be measured ( Figure 1 ). According to Heuzeroth and Budke [ 7 ] (pp. 4–5), a geographical causal structure consists of content-related geographical technical terms (e.g.…”

Section: Methods/survey Designmentioning

confidence: 99%

“…Moreover, multicausal geographical structures may relate several spatial entities and temporal process dimensions (spatio-temporal dynamics, i.a. [ 91 ] (p. 45), [ 7 ] (pp. 5–8)).…”

Section: Methods/survey Designmentioning

confidence: 99%

“…Mehren et al [ 39 ] (p. 4) point to a “close-environment focus” (“Nahbereichsspezialisierung”), i.e., the attempts of humans to limit what is relevant to the sensually perceptible area, based on an emotional, affective load that subsequently prevents complex, multicausal linking ( Table 1 ). Heuzeroth and Budke [ 7 ] (p. 20) found in their research that the application of linguistic scaffolds or multilingual learning settings in the geography lesson positively affect the contentual and linguistic quality of causal relations and the number of causal links established by students ( Table 1 ). At the same time, they observed, in coherence with many other authors’ findings (i.a.…”

Section: Complex Systems In Geography Lessons and Their Multicausal Structurementioning

confidence: 99%

“…The object of these transfer- and acquisition processes, in accordance with an integrative human–environment system approach, are complex systems that represent ecological and social (sub-) systems as well as their effect-relationships [ 2 , 3 ] (p. 85). A series of studies (i.e., [ 4 , 5 , 6 , 7 , 8 ]) have given evidence, however, that students do not succeed at their best, neither contentually nor linguistically, when dealing with complex (multicausal), systemic thinking and developing geographical causal structures (effect-relationships) in the context of complex problem-solving processes in the geography classroom.…”

Section: Introductionmentioning

confidence: 99%

“…At the same time, systemic thinking or, specifically, geographical causal structures as its smallest component, are the object and result of a complex problem-solving process [ 7 , 9 ]. This problem-solving process is, as the authors suggest, marked by a content-related, a linguistic, and a strategic dimension.…”

Section: Introductionmentioning

confidence: 99%

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Metacognitive Strategies for Developing Complex Geographical Causal Structures—An Interventional Study in the Geography Classroom

Heuzeroth

Budke

2021

EJIHPE

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This article examines the impact of applied metacognition on the development of geographical causal structures by students in the geography classroom. For that, three different metacognitive strategies were designed: a. action plan, activating meta-knowledge prior to problem-solving and simultaneously visualizing action steps for dealing with the task (A); b. circular thinking (C), a loop-like, question-guided procedure applied during the problem-solving process that supports and controls content-related and linguistic cognition processes; c. reflexion (R), aiming at evaluating the effectivity and efficiency of applied problem-solving heuristics after the problem-solving process and developing strategies for dealing with future tasks. These strategies were statistically tested and assessed as to their effectiveness on the development of complex geographical causal structures via a quasi-experimental pre-posttest design. It can be shown that metacognitive strategies strongly affect students’ creation of causal structures, which depict a multitude of elements and relations at a high degree of interconnectedness, thus enabling a contentually and linguistically coherent representation of system-specific properties of the human–environment system. On the basis of the discussion of the results, it will be demonstrated that metacognitive strategies can provide a significant contribution to initiating systemic thinking-competences and what the implications might be on planning and teaching geography lessons.

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Section: Methods/survey Designmentioning

confidence: 99%

“…Moreover, multicausal geographical structures may relate several spatial entities and temporal process dimensions (spatio-temporal dynamics, i.a. [ 91 ] (p. 45), [ 7 ] (pp. 5–8)).…”

Section: Methods/survey Designmentioning

confidence: 99%

Section: Complex Systems In Geography Lessons and Their Multicausal Structurementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Metacognitive Strategies for Developing Complex Geographical Causal Structures—An Interventional Study in the Geography Classroom

Heuzeroth

Budke

2021

EJIHPE

Self Cite

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Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom

et al. 2021

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(1) Background: based on the constantly increasing requirements for modern university graduates, we have developed an educational model that allows us to introduce content and language integrated learning into classes with a multilingual approach, which will allow students to use several foreign languages in the process of professional communication. The purpose of the paper is to evaluate the efficiency of a newly introduced integrated learning model from the perspective of students, to identify the impact of such a model on students’ professional discipline learning outcomes and to determine if the learning model contributes to an improvement in foreign language proficiency. (2) Methods: for our research we used qualitative and quantitative data from students’ records of professional discipline and Spanish testing, as well as surveys and interviews on proposed learning model efficiency. Two groups of students took part in the experiment (N = 23 and N = 24). (3) Results: results on students’ Spanish proficiency showed that the proposed learning model had a positive influence. Students from the experimental group got higher results on Listening, Reading and Speaking. According to results on professional discipline, both groups achieved approximately equal scores. Moreover, students described such a proposed learning model as efficient and progressive, giving a lot of advantages. (4) Conclusions: the experiment conducted confirmed the efficiency of the proposed learning model. In conclusion, it can be recommended for the realization of a multilingual approach, as well as the learning of a professional discipline.

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The Effects of Multilinguality on the Development of Causal Speech Acts in the Geography Classroom

Cited by 2 publications

References 62 publications

Metacognitive Strategies for Developing Complex Geographical Causal Structures—An Interventional Study in the Geography Classroom

Metacognitive Strategies for Developing Complex Geographical Causal Structures—An Interventional Study in the Geography Classroom

Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom

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