Journal für International und Interkulturell Vergleichende Erziehungswissenschaft

Ausgabe

18. Jahrgang, 2/2012

Linguistic Diversity in Urban Areas and their Schools

Academic and everyday language proficiency among educationally disadvantaged pupils

Autor(en)

Christoph Gantefort

Abstract

The article presents a study on the influence of second language acquisition and familial background on language proficiency in a school-based register. Based on a sample of ninth-graders attending a German Hauptschule, the relationship of academic and everyday vocabulary in written language is examined by means of t-tests and regression analyses. Results indicate a considerable impact of both home-literacy environment and second language acquisition on the use of academic vocabulary. However, no influence of these factors on the use of everyday vocabulary in writing was found. This suggests the expansion of the concept of ‘concealed language difficulties’ (Knapp, 1999) of pupils acquiring the language of instruction as a second language, since an imbalance of everyday and academic language proficiency can affect monolingual pupils as well. Implications for practice concern language assessment and support, as a need for specific promotion of the academic register is not solely tied to second language acquisition.


Zu diesem Artikel können Sie leider kein PDF erwerben.

Abo print (zzgl. Versand)39,00 €
Sonderpreis für Mitglieder der Kommission für Vergleichende Erziehungswissenschaft22,00 €
Abo online20,00 €
Einzelheft print22,00 €
Einzelheft online13,00 €
Artikel online5,50 €
Versand Abo Inland5,00 €
Versand Abo Ausland8,50 €