Kurzfassung

Over the last 20 years, there has been a rise of CLIL primary schools all over Germany (Elsner & Keßler, 2013). In fact, from 2003 to 2014, the number tripled (FMKS, 2014). These schools teach subjects, such as Science, in a foreign language, mostly English. Therefore, it is critical for CLIL learners to acquire L2 reading and writing skills in order to be able to participate successfully in classroom activities (Burmeister & Piske, 2008: 187). However, a common concern is that...Over the last 20 years, there has been a rise of CLIL primary schools all over Germany (Elsner & Keßler, 2013). In fact, from 2003 to 2014, the number tripled (FMKS, 2014). These schools teach subjects, such as Science, in a foreign language, mostly English. Therefore, it is critical for CLIL learners to acquire L2 reading and writing skills in order to be able to participate successfully in classroom activities (Burmeister & Piske, 2008: 187). However, a common concern is that because of the enhanced use of English literacy, the learners’ development of German literacy skills is at disadvantage.
This study aims to answer the following research question: To what extent is there a difference between the L1 (German) and L2 (English) literacy skills of CLIL and non-CLIL learners? To answer this question, the study investigates the literacy skills of CLIL and non-CLIL learners (N = 130) attending Year 3 at German primary schools. Data on L2 reading and writing skills were collected with the YLE movers test. For L1 literacy skills, the VERA 3 German test was used as an instrument.
The findings of this study will be analysed quantitatively and have implications for CLIL and non-CLIL primary schools with regard to the development of L1 and L2 reading and writing skills. This will serve to further develop primary school policies regarding a possible enhancement of CLIL programmes, bearing in mind the importance of literacy in both languages. » weiterlesen» einklappen