In this paper, I wish to explore and apply a selected range of the possible
strategies and methods of scaffolding text‐based sources for weaker learners, or
learners simply not as privileged by their social background. If one looks at the present
educational landscape of Berlin one will come across a selection of bilingual schools:
Ones where native speakers teach nearly the entire curriculum in English, and a large
range of schools offering bilingual classes or modules. The majority of schools still do
not offer any bilingual education opportunities.2 Therefore, the benefits of bilingual
education (German‐English) seem to be only for privileged students (cf. Zydatiß 2007),
though there are a few exceptions throughout Germany. (Cf. Rabe 2013) The overall
amount material available for bilingual education and the teachers being educated for it
are still a small portion in comparison to the overall amount of material and teachers
available in both English and History (monolingual German) in primary and secondary
school curriculum. The actual material being published often still lacks the degree of
text‐based scaffolding described in theory by Pilzecker (1997a) and Wildhage (2003).
Interestingly, many ordinary textbooks of English now offer very brief bilingual
modules.
The first part of this paper briefly explores some of the linguistic background of
scaffolding text‐based material in bilingual teaching of history in German Sekundarstufe
1. In the second part of this paper, I will apply my findings to a short bilingual module
offered in a contemporary textbook English G21 D4 [year 8] Erweiterte Ausgabe by the
German textbook publishing company Cornelsen. Looking at a bilingual module in this
exemplary textbook G21 one wonders how much language‐related scaffolding was
included by the editors due to the real didactical needs of the learners and might have
been left out in the process of laying out the textbook and the limitations of space in a
due to content?
Table of Contents
- 1. Bilingual Education: Integrating Language and Content in the Classroom
- 2. Scaffolding Reading Comprehension in the Bilingual Classroom: Opening windows for Learning
- 3. Case Study: Scaffolding Text-Based Sources for Weak(er) Learners of English in a Bilingual Module of History (Year 8)
- 4. Conclusion and Outlook
Objectives and Key Themes
This paper explores strategies and methods for scaffolding text-based sources in bilingual education, specifically focusing on weaker ESL learners in a German Sekundarstufe I history module. It examines the advantages and disadvantages of bilingual education, investigates the challenges faced by weaker learners, and analyzes the role of scaffolding in supporting their comprehension and language acquisition.
- Advantages and disadvantages of bilingual education
- Scaffolding techniques for weaker ESL learners
- Analysis of a bilingual history module in a German textbook
- The role of narrative competence in bilingual history teaching
- Importance of scaffolding for comprehension and language acquisition
Chapter Summaries
1. Bilingual Education: Integrating Language and Content in the Classroom: This chapter delves into the debate surrounding bilingualism and its acquisition, questioning whether it's solely attained through early childhood exposure or if bilingual education can foster it. It discusses various dimensions of bilingualism, acknowledging the ongoing research into its diverse forms and benefits. The chapter highlights the disparity in access to bilingual education, noting that its advantages often benefit privileged learners. It sets the stage by introducing the context of bilingual schools in Berlin and the scarcity of bilingual resources, particularly those incorporating sufficient text-based scaffolding as advocated by scholars like Pilzecker and Wildhage. The chapter concludes by introducing the case study of a bilingual English module within a German textbook, highlighting the limited language-related scaffolding often found in existing materials.
2. Scaffolding Reading Comprehension in the Bilingual Classroom: Opening windows for Learning: This chapter focuses on the necessary learning strategies and competences for learners in a bilingual history classroom. It contrasts the learning profiles of strong and weak learners, emphasizing the lack of motivation and supportive social backgrounds often experienced by the latter. The chapter underscores the importance of bilingual teaching for all students, irrespective of their language proficiency, advocating for equal access to cultural capital and the acquisition of English as a lingua franca. It raises the crucial question of how much scaffolding is necessary, particularly for weaker learners, while cautioning against viewing scaffolding simply as “help.” The author concludes with a personal anecdote illustrating how early exposure to English fostered above-average language competence, demonstrating the significance of effective scaffolding in language acquisition.
Keywords
Bilingual education, Content and Language Integrated Learning (CLIL), scaffolding, ESL learners, reading comprehension, text-based sources, history teaching, Sekundarstufe I, weak learners, language acquisition, narrative competence, German-English bilingualism.
FAQ: A Comprehensive Language Preview - Bilingual Education and Scaffolding
What is the main focus of this paper?
This paper explores strategies and methods for scaffolding text-based sources in bilingual education, specifically focusing on weaker ESL learners in a German Sekundarstufe I history module. It examines the advantages and disadvantages of bilingual education, investigates the challenges faced by weaker learners, and analyzes the role of scaffolding in supporting their comprehension and language acquisition.
What are the key themes discussed?
Key themes include the advantages and disadvantages of bilingual education, effective scaffolding techniques for weaker ESL learners, analysis of a bilingual history module in a German textbook, the role of narrative competence in bilingual history teaching, and the importance of scaffolding for comprehension and language acquisition.
What topics are covered in each chapter?
Chapter 1: This chapter examines the debate surrounding bilingualism and its acquisition, discusses various dimensions of bilingualism, highlights disparities in access to bilingual education, and introduces a case study of a bilingual English module in a German textbook, noting the limited language-related scaffolding.
Chapter 2: This chapter focuses on learning strategies and competences for learners in a bilingual history classroom, contrasting strong and weak learners, emphasizing the importance of bilingual teaching for all, and discussing the appropriate level of scaffolding for weaker learners.
Chapter 4: (While not explicitly detailed, Chapter 4 is the Conclusion and Outlook, summarizing the findings and offering potential future directions.)
What is the significance of scaffolding in this context?
Scaffolding is crucial for supporting weaker ESL learners' comprehension and language acquisition in a bilingual setting. The paper explores different scaffolding techniques and cautions against viewing it simply as "help," emphasizing its role in fostering effective learning and development.
What type of learners are specifically addressed?
The paper primarily focuses on weaker ESL (English as a Second Language) learners in a German Sekundarstufe I (secondary level I) history module. It contrasts their learning profiles with those of stronger learners, highlighting the challenges they face.
What is the context of the case study?
The case study analyzes a bilingual English module within a German history textbook used in Sekundarstufe I, examining the existing scaffolding provided and its limitations.
What are the key keywords associated with this paper?
Bilingual education, Content and Language Integrated Learning (CLIL), scaffolding, ESL learners, reading comprehension, text-based sources, history teaching, Sekundarstufe I, weak learners, language acquisition, narrative competence, German-English bilingualism.
What are the advantages and disadvantages of bilingual education discussed?
The paper discusses the advantages and disadvantages of bilingual education, acknowledging that while it offers benefits, these often disproportionately favor privileged learners. Access to bilingual education and resources is also a key concern.
- Quote paper
- Master of Arts Bjoern Schubert (Author), 2013, Strategies and Methods of Scaffolding Text-based sources for Weak(er) ESL-Learners of English, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/271160
