Anja Steinlen | Friedrich-Alexander-Universität Erlangen-Nürnberg (original) (raw)

Books by Anja Steinlen

Contents Part A: BACKGROUND FOR IMMERSION 1. Preface 2. Why Multilingualism? 3. The Concept of Im... more Contents
Part A: BACKGROUND FOR IMMERSION
1. Preface
2. Why Multilingualism?
3. The Concept of Immersion
3.1 Sele
ction of language and quantity of foreign language input
3.2 Prior knowledge from preschool
3.3 What distinguishes bilingual preschools from bilingual primary schools?
3.4 Selection of subjects
3.5 Literacy training
3.6 Didactic-methodological principles of immersion
3.7 Increase in learning
3.7.1 What results can be expected in the target language?
3.7.2 What results are to be expected in German?
3.7.3 Which results can be expected in the other subjects?
3.7.4 Reports for the results in the foreign language

Part B: PRACTICAL IMPLEMENTATION OF IMMERSION PROGRAMMES
1. Prerequisites
1.1 Legal and school political prerequisites
1.2 Planning time
1.3 Close cooperation between bilingual preschool and bilingual school
1.4 Setting up a private school with an immersion profile
1.5 Integrating an immersion programme into an existing school
2. Additional Efforts for the School
2.1 Additional subject costs
2.2 Selection of teachers
2.3 Additional costs for personnel
2.4 Work load for teachers
2.5 Team building
2.6 Selection of children
2.6.1 Suitability of children
2.6.3 Dyslexia
2.6.4 Children with non-German native language
3. What do Parents Expect and What is Expected of Parents?
4. Research and Exchange
5. Follow-up after Primary School
6. Other Questions
7. Conclusion
8. Lesson Materials and Practical Help
9. References

Early bilingual programmes are one of the most successful options to address the need for early f... more Early bilingual programmes are one of the most successful options to address the need for early foreign language education. However, compared to research in primary and secondary schools, there are very few systematic large-scale studies on very young learners at the preschool level. The two volumes of this publication aim to fill this gap in the current research debate. They provide an insight into research studies which were carried out in eleven different bilingual preschools across Europe. The studies derive from a multilateral EU Comenius project carried out in Germany, Belgium, Sweden and England between 2008 and 2010. The ELIAS project (Early Language and Intercultural Acquisition Studies) comprises eighteen partners including academic and educational institutions, preschools, as well as the Magdeburg Zoological Garden in Germany. The studies cover first and second language acquisition, the language input of the preschool teachers who provide the input in the second language (L2) to the children, as well as intercultural education and bilingual environmental education (green immersion) at the zoo preschool. More than 400 children and over 20 L2 preschool teachers participated in the studies, which combine qualitative and quantitative approaches. Field observations and data elicitation were carried out by participant observers who took part in the daily preschool routines once a week over a span of two years between 2008 and 2010.
Volume II contains a description of best practices in various different bilingual preschool programmes as well as background information on important preschool-related topics derived from teacher training units developed in the ELIAS framework. The volume starts out with Henning Wode's introduction to bilingual preschools on the European level, which gives an example of a successful model of bilingual immersion education from preschool to high school in Kiel, Germany. The second chapter summarises the most important research results from the first volume. This chapter simultaneously constitutes a part of the project's final report (www.elias.bilikita.org). In the third and fourth chapter, a team of researchers develop practical guidelines for the implementation of bilingual preschools and the role of language interaction between the L2 teachers and the children in the bilingual programmes. The following part contains four chapters by Andreas Rohde, Ute Massler, Shannon Thomas and Christine Tiefenthal which give introductory insights into the fields of second language acquisition, intercultural communication, green immersion and the development of learning materials for bilingual preschools.

Early bilingual programmes are one of the most successful options to address the need for early f... more Early bilingual programmes are one of the most successful options to address the need for early foreign language education. However, compared to research in primary and secondary schools, there are very few systematic large-scale studies on very young learners at the preschool level. The two volumes of this publication aim to fill this gap in the current research debate. They provide an insight into research studies which were carried out in eleven different bilingual preschools across Europe. The studies derive from a multilateral EU Comenius project carried out in Germany, Belgium, Sweden and England between 2008 and 2010. The ELIAS project (Early Language and Intercultural Acquisition Studies) comprises eighteen partners including academic and educational institutions, preschools, as well as the Magdeburg Zoological Garden in Germany. The studies cover first and second language acquisition, the language input of the preschool teachers who provide the input in the second language (L2) to the children, as well as intercultural education and bilingual environmental education (green immersion) at the zoo preschool. More than 400 children and over 20 L2 preschool teachers participated in the studies, which combine qualitative and quantitative approaches. Field observations and data elicitation were carried out by participant observers who took part in the daily preschool routines once a week over a span of two years between 2008 and 2010.
Volume I presents the results of the different research studies in detail. The volume begins with a study on the L2 teachers' input and its relation to the results of the test results by Martina Weitz and her team. The data were elicited with a newly developed ELIAS observation tool, the IQOS (Input Quality Observation Scheme). In the following four chapters, the results of the language studies are presented, starting with Andreas Rohde's paper on L2 lexical comprehension based on the standardised and readily available BPVS II (British Picture Vocabulary Scale II), and Steinlen et al.'s paper on the comprehension of L2 grammatical phenomena based on the ELIAS L2 grammar comprehension test. Christina Schelletter & Rachel Ramsey's chapter includes comparison data of monolingual and bilingual speakers in England on both comprehension tests. Steinlen et al. then go on to describe the children's first language acquisition in the German project preschools, which is based on the standardised SETK test. Gerlich et al. introduce a new angle to the preschool studies, describing the intercultural encounters observed in bilingual preschools between children of various cultural backgrounds, and between children and their non-native teachers who provide the L2 input in each programme. This paper develops categories of ICC observation, which present a new step in the research on intercultural behaviour of very young children. The following two chapters by Shannon Thomas and Inge Strunz & Shannon Thomas focus on research in the zoo preschool. Thomas identifies stages of development in the L2 encounters with nature and animals while Strunz & Thomas include the perspective of parents and teachers on the reactions of the children at the zoo preschool. Volume I concludes with a presentation of the profiles of each project preschool. Insa Wipperman & Christine Tiefenthal take various factors into account which constitute the unique structure of each programme and which help understand the multifaceted nature of preschools that the research studies were faced with.

Papers by Anja Steinlen

Wortschatzlernen in bilingualen Schulen und Kindertagesstätten

De Gruyter eBooks, Oct 22, 2018

Forum Lehrerinnen- und Lehrerbildung, 2022

Many studies have shown that most pupils attending bilingual programmes develop much higher level... more Many studies have shown that most pupils attending bilingual programmes develop much higher levels of foreign language proficiency than pupils in regular foreign language lessons. In this paper, we will first illustrate similarities and differences between teaching strategies used in regular English lessons and in bilingual programmes. Then we will summarize the results of studies examining questions that teachers, parents and school administrators are often concerned about. These questions include the following: Do pupils in bilingual programmes show deficits in the development of their native language or in the development of subject knowledge? Are bilingual programmes also suitable for children from migrant backgrounds and for children who are at risk of poor academic achievement? Finally, we will discuss how children who attended a bilingual programme in primary school can be supported in secondary school.

Peter Lang eBooks, Jul 11, 2016

Zeitschrift Fur Anglistik Und Amerikanistik, Jul 1, 2013

Academic achievement of children with and without migration backgrounds in an immersion primary s... more Academic achievement of children with and without migration backgrounds in an immersion primary school: A pilot study This paper had two aims: a) to provide a review of studies investigating how children with migration backgrounds perform in tests examining their skills in the majority language of a country as well as their skills in a 3rd language learnt either in regular language-as-subjects lessons or in bilingual programmes such as those following the immersion approach, and b) to present the results of a pilot study investigating how primary school children with and without migration backgrounds enrolled in a partial immersion programme in Germany performed in tests examining their skills in the ambient language German and in the immersion language English. The review of previous research suggested that compared to children without a migration background, children with a migration background living in Germany often achieve relatively poor results in studies examining their skills in the ambient language German. In studies examining migrant children's skills in a new language such as English learnt in foreign language classrooms or in a bilingual secondary school setting, students with migrant backgrounds have, on the other hand, sometimes been found to perform equally well as or even better than students without a migration background. However, there is a paucity of studies examining migrant children's academic achievement in primary schools with bilingual programmes. The pilot study presented here examined children in primary grades 1 to 4 who were enrolled in a partial immersion programme in Germany and who participated in tests examining their cognitive abilities, their literacy skills in the ambient language German and the immersion language English as well as their comprehension of English vocabulary and grammar. The results obtained in the different tests suggest that primary school immersion programmes may not only be suitable for children without, but also for children with migration backgrounds, including children with migration backgrounds whose parents are less inclined to education.

Peter Lang eBooks, Jul 11, 2016

Languages, May 29, 2023

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Peter Lang eBooks, Jul 11, 2016

Christina Schelletter, ‘Lexikalische Entwicklung von bilingualen Vorschulkindern’, in Anja Steinl... more Christina Schelletter, ‘Lexikalische Entwicklung von bilingualen Vorschulkindern’, in Anja Steinlen, Thorsten Piske, eds., Wortschatzlernen in bilingualen Schulen und Kindertagesstaetten, (Frankfurt: Peter Lang GmbH, 2016), ISBN 978-3631656488, eISBN 978-3-653-04973-2, DOI 10.3726/978-3-653-04973-2.

The terms 'second language' and 'foreign language' are used interchangeably throughout the book. ... more The terms 'second language' and 'foreign language' are used interchangeably throughout the book. 3 Due to the vast differences in preschool terminology throughout Europe, educators and other pedagogical staff in the preschools is referred to as 'preschool teachers,' independent of the pedagogical approach used in the respective institution. Kristin Kersten et al. tools were available on the market. Thus, an observation checklist for the input of the L2 teachers, a score for the intensity of the L2 input, a comprehension test for grammatical phenomena, a field guide for the observation of intercultural encounters, and an observation tool for green immersion were developed by the research group. They represent an innovation to systematic data elicitation at preschool level. Volume I presents the results of the different research studies in detail. It has a strong theoretical and empirical focus and is aimed at the research community in the fields of first and second language acquisition, intercultural communication, environmental education and foreign language teaching. The volume begins with a study on the L2 teachers' input and its relation to the results of the test results by Martina Weitz and her team. The data were elicited with a newly developed ELIAS observation tool, the IQOS (Input Quality Observation Scheme). In the following four chapters, the results of the language studies are presented, starting with Andreas Rohde's paper on L2 lexical comprehension based on the standardised and readily available BPVS II (British Picture Vocabulary Scale II), and Steinlen et al.'s paper on the comprehension of L2 grammatical phenomena based on the ELIAS L2 grammar comprehension test. Christina Schelletter & Rachel Ramsey's chapter includes comparison data of monolingual and bilingual speakers in England on both comprehension tests. Steinlen et al. then go on to describe the children's first language acquisition in the German project preschools, which is based on the standardised SETK test. Kersten et al. introduce a new angle to the preschool studies, describing the intercultural encounters observed in bilingual preschools between children of various cultural backgrounds, and between children and their non-native teachers who provide the L2 input in each programme. This paper develops categories of ICC observation, which present a new step in the research on intercultural behaviour of very young children. The following two chapters by Shannon Thomas and Inge Strunz & Shannon Thomas focus on research in the zoo preschool. Thomas identifies stages of development in the L2 encounters with nature and animals while Strunz & Thomas include the perspective of parents and teachers on the reactions of the children at the zoo preschool. Volume I concludes with a presentation of the profiles of each project preschool. Insa Wipperman & Christine Tiefenthal take various factors into account which constitute the unique structure of each programme and which help understand the multifaceted nature of preschools that the research studies were faced with. This final chapter may serve as a detailed reference point for the data presented in the preceding sections. Volume II, on the other hand, contains a description of best practices in various different bilingual preschool programmes as well as background information on important preschool-related topics, which was derived from teacher training units developed in the ELIAS framework. It is of interest for practitioners, teachers and other educational staff, parents, politicians and researchers alike. The volume starts out with Henning Wode's introduction to bilingual preschools on the European level, which gives an example of a successful model of bilingual immersion education from preschool to high school in Kiel, Germany. The second chapter summarises the most important research

Christina Schelletter and Anja Steilen,’Bilingual Kindergarten: The influence of second language ... more Christina Schelletter and Anja Steilen,’Bilingual Kindergarten: The influence of second language acquisition English on the first language acquisition, German for children in pre-school age’, in Anja Steinlen and Thorsten Piske, eds., Bilinguale Programme in Kindertageseinrichtungen: Umsetzungsbeispiele und Forschungsergebnisse, (Tubingen: Narr, 2016), ISBN: 978-3-8233-6902-8, e-ISBN: 2197-6384

Early bilingual programmes are one of the most successful options to address the need for early f... more Early bilingual programmes are one of the most successful options to address the need for early foreign language education. However, compared to research in primary and secondary schools, there are very few systematic large-scale studies on very young learners at the preschool level. The two volumes of this publication aim to fill this gap in the current research debate. They provide an insight into research studies which were carried out in eleven different bilingual preschools across Europe. The studies derive from a multilateral EU Comenius project carried out in Germany, Belgium, Sweden and England between 2008 and 2010. The ELIAS project (Early Language and Intercultural Acquisition Studies) comprises eighteen partners including academic and educational institutions, preschools, as well as the Magdeburg Zoological Garden in Germany. The studies cover first and second language acquisition, the language input of the preschool teachers who provide the input in the second language (L2) to the children, as well as intercultural education and bilingual environmental education (green immersion) at the zoo preschool. More than 400 children and over 20 L2 preschool teachers participated in the studies, which combine qualitative and quantitative approaches. Field observations and data elicitation were carried out by participant observers who took part in the daily preschool routines once a week over a span of two years between 2008 and 2010.
Volume I presents the results of the different research studies in detail. The volume begins with a study on the L2 teachers' input and its relation to the results of the test results by Martina Weitz and her team. The data were elicited with a newly developed ELIAS observation tool, the IQOS (Input Quality Observation Scheme). In the following four chapters, the results of the language studies are presented, starting with Andreas Rohde's paper on L2 lexical comprehension based on the standardised and readily available BPVS II (British Picture Vocabulary Scale II), and Steinlen et al.'s paper on the comprehension of L2 grammatical phenomena based on the ELIAS L2 grammar comprehension test. Christina Schelletter & Rachel Ramsey's chapter includes comparison data of monolingual and bilingual speakers in England on both comprehension tests. Steinlen et al. then go on to describe the children's first language acquisition in the German project preschools, which is based on the standardised SETK test. Gerlich et al. introduce a new angle to the preschool studies, describing the intercultural encounters observed in bilingual preschools between children of various cultural backgrounds, and between children and their non-native teachers who provide the L2 input in each programme. This paper develops categories of ICC observation, which present a new step in the research on intercultural behaviour of very young children. The following two chapters by Shannon Thomas and Inge Strunz & Shannon Thomas focus on research in the zoo preschool. Thomas identifies stages of development in the L2 encounters with nature and animals while Strunz & Thomas include the perspective of parents and teachers on the reactions of the children at the zoo preschool. Volume I concludes with a presentation of the profiles of each project preschool. Insa Wipperman & Christine Tiefenthal take various factors into account which constitute the unique structure of each programme and which help understand the multifaceted nature of preschools that the research studies were faced with.

Wortschatzlernen in bilingualen Schulen und Kindertagesstätten

De Gruyter eBooks, Oct 22, 2018

Forum Lehrerinnen- und Lehrerbildung, 2022

Peter Lang eBooks, Jul 11, 2016

Zeitschrift Fur Anglistik Und Amerikanistik, Jul 1, 2013

Peter Lang eBooks, Jul 11, 2016

Languages, May 29, 2023

Peter Lang eBooks, Jul 11, 2016

AU Library Scholarly Publishing Services, 2019

The contributions in this Festschrift were written by Ocke’s current and former PhD-students, col... more The contributions in this Festschrift were written by Ocke’s current and former PhD-students, colleagues and research collaborators. The Festschrift is divided into six sections, moving from the smallest building blocks of language, through gradually expanding objects of linguistic inquiry to the highest levels of description - all of which have formed a part of Ocke’s career, in connection with his teaching and/or his academic productions: “Segments”, “Perception of Accent”, “Between Sounds and Graphemes”, “Prosody”, “Morphology and Syntax” and “Second Language Acquisition”. Each one of these illustrates a sound approach to language matters.

Languages

This study presents productive L2 French grammar data obtained at the end of grade 1 from 186 ele... more This study presents productive L2 French grammar data obtained at the end of grade 1 from 186 elementary school children learning French in bilingual (CLIL) or in regular school programs in Germany. The children completed a picture description task to assess their productive oral L2 French grammar skills and two standardized cognitive tests on nonverbal intelligence and sustained attention. The results did not indicate any significant effects of the cognitive tests or of child-internal variables (in this case gender, language background and educational background). However, children in the regular French program unexpectedly outperformed their peers in the bilingual French program. Classroom observations and information provided by teachers suggest that this finding may, at least in part, be due to the fact that in grade 1 there were only minor differences between the two programs in terms of L2 exposure time and teaching methodology.