Newly immigrated pupils in lower-secondary education. A qualitative study on language education during the transition from preparatory to mainstream classes

新移民接受初中教育的学生。

• 批准号: 427446374
• 负责人: Professorin Dr. Sara Fürstenau
• 金额: --
• 依托单位: Arbeitsbereich für Interkulturelle und International Vergleichende Erziehungswissenschaft
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/427446374?language=en
• 关键词: Newly; immigrated; pupils; lower; secondary

Although migration does not represent an unknown phenomenon for the German education system, new migration from 2015 onwards (once again) presented schools and teachers with challenges. Newly immigrated pupils in secondary schools are taught primarily in preparatory classes, where the focus is on the systematic acquisition of German. The subsequent transition into the mainstream system, which is considered particularly challenging and has been little investigated so far, is the subject of this research proposal. The theoretical framework includes (1) an understanding of school development in which the integration of newcomers does not represent an anomaly to be met with special measures but rather an everyday task in the organisation of school and teaching in a migration society, (2) a concept of language education that combines the acquisition of German as a second and academic language with the constructive consideration of migration-related multilingualism and (3) an investment model from the research on language learning, according to which language is both a cognitive and a social process. The first aim is to deliver findings on how language education options and the interlinking of linguistic and subject-specific learning are organised in lower-secondary education on an individual school level. The second aim is to deliver findings on which of the opportunities on offer during the transition from a preparatory class into a mainstream class pupils can use to their advantage. Ethnographic research methods will be used to compile school portraits and case studies of selected pupils.

尽管移民对德国教育系统来说并不是一个未知的现象，但从2015年开始的新移民(再次)给学校和教师带来了挑战。中学的新移民学生主要在预科班教授德语，重点是系统地掌握德语。随后向主流系统的过渡被认为是特别具有挑战性的，到目前为止很少被研究，这是本研究提案的主题。该理论框架包括(1)对学校发展的理解，其中新来者的融入并不代表需要采取特殊措施的异常情况，而是移民社会学校和教学组织中的日常任务；(2)语言教育的概念，将德语作为第二语言和学术语言的习得与移民相关的多种语言的建设性考虑相结合；(3)语言学习研究的投资模型，根据该模型，语言既是一种认知过程，也是一种社会过程。第一个目标是提出关于在个别学校的初中教育中如何组织语言教育选择以及如何将语言学习与特定学科的学习联系起来的调查结果。第二个目标是提出调查结果，说明在从预科班向主流班过渡的过程中，学生可以利用哪些机会对自己有利。将使用民族志研究方法汇编学校肖像和选定学生的案例研究。