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Measuring the Knowledge Increase of Eight Grade Students in a Bilingual Biology Unit
Midiendo el incremento del aprendizaje de estudiantes de octavo grado en una unidad de biología bilingüe
dc.contributor.author | Ohlberger, Stephanie | |
dc.contributor.author | Wegner, Claas | |
dc.date.accessioned | 6/26/2018 10:52 | |
dc.date.available | 6/26/2018 10:52 | |
dc.date.issued | 2017 | |
dc.identifier.citation | Ohlberger, S., & Wegner, C. (2017). Measuring the knowledge increase of eight grade students in a bilingual biology unit. Latin American Journal of Content and Language Integrated Learning, 10(2), 189-216. doi:10.5294/laclil.2017.10.2.2 | es_CO |
dc.identifier.issn | 2011-6721 | |
dc.identifier.other | http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/8532 | |
dc.identifier.other | http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/8532/pdf | |
dc.identifier.uri | http://hdl.handle.net/10818/33262 | |
dc.description | 28 Páginas | es_CO |
dc.description.abstract | In recent years, the issue of using bilingual education has come to the public’s attention. A widespread belief is that students in bilingual classes achieve a higher competence in the language (Bredenbröker, 2000), but that they lag behind in subject-specific knowledge when compared to fellow students in traditional (i.e. monolingual) classroom settings (Hajer, 2000; Marsh, Hau, & Kong, 2000). Nevertheless, by evaluating knowledge gain in a short teaching unit, previous studies have shown that bilingual students rarely experience drawbacks (Osterhage, 2007; Zydatiß, 2007; Koch & Bünder, 2008). Although there are a variety of different opinions, the present study aims at detecting how subject-specific knowledge is influenced by bilingual biology lessons. The study was conducted at a grammar school in North Rhine-Westphalia, Germany, with 13 and 14 year old students. To assess differences in students’ knowledge gain, test and control groups were used, in which students were taught 12 identical biology lessons in a bilingual and a traditional classroom. The unit consisted of basic characteristics seen in (social) insects. Both classes took a knowledge test before and after the unit. We hypothesised that there would be a higher increase in knowledge for the bilingual class compared to the monolingual class. Results suggested a slightly higher knowledge gain in bilingual students, however no significant differences were revealed. | en |
dc.format | application/pdf | es_CO |
dc.language.iso | eng | es_CO |
dc.relation.ispartofseries | LACLIL Vol.10, No 2 (2017) p. 189-216 | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.source | instname:Universidad de La Sabana | es_CO |
dc.source | reponame:Repositorio Institucional de la Universidad de La Sabana | es_CO |
dc.subject.other | CLIL | eng |
dc.subject.other | Bilingual education | eng |
dc.subject.other | Biology | eng |
dc.subject.other | Knowledge increase | eng |
dc.subject.other | Germany | eng |
dc.title | Measuring the Knowledge Increase of Eight Grade Students in a Bilingual Biology Unit | en |
dc.title | Midiendo el incremento del aprendizaje de estudiantes de octavo grado en una unidad de biología bilingüe | es_CO |
dc.title.alternative | Medindo o aumento do conhecimento de estudantes do 8º ano em uma unidade bilíngue de biologia | por |
dc.type | journal article | es_CO |
dc.publisher.department | Dirección de Publicaciones | es_CO |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | openAccess | |
dc.identifier.doi | 10.5294/laclil.2017.10.2.2 | |
dc.identifier.eissn | 2322-9721 |
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