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@PHDTHESIS{Franssen:60520,
author = {Franssen, Marguerite},
othercontributors = {Butzkamm, Wolfgang},
title = {{B}ilingualer {U}nterricht in den {N}iederlanden und in
{D}eutschland : eine {V}ergleichsstudie},
address = {Aachen},
publisher = {Publikationsserver der RWTH Aachen University},
reportid = {RWTH-CONV-122225},
pages = {336 Bl},
year = {2002},
note = {Aachen, Techn. Hochsch., Diss., 2002},
abstract = {The main aim of this dissertation is to determine whether
and how the Netherlands and Germany can enrich each other in
developing bilingual education. In bilingual education the
content of a school subject (like geography, history or
mathematics) is taught through the medium of a foreign
language. In traditional language lessons, the focus is on
the language itself. In bilingual education the medium and
the content of instruction are equally important. Language
is not only taught, but also used. The first part of this
study describes the history and the current situation of
bilingual education in both the Netherlands and in Germany.
Bilingual education on both sides of the border was analysed
regarding the aims and methods of teaching, the languages
and subjects chosen, the curriculum material, examinations,
certificates and diplomas, teacher training, the financial
aspects as well as its research findings and evaluation.
Classroom observation and numerous interviews with people
involved in bilingual teaching revealed a lot of different
variables influencing the classroom process and the output
of teaching. This dissertation provides a survey of these
variables, its problems and more important a key to solving
these problems. The experiences on both sides of the border
provide important information, although both the German and
the Dutch bilingual models are developed in different
national and regional contexts. The establishment of a
network for bilingual education in Europe could be a
meaningful basis for a fruitful exchange of theories and
models. Networks are well known for the stimulating
possibilities they offer as a forum for the exchange and
dissemination of information. This dissertation is an
attempt into this direction. The second part of this
dissertation pays attention to classroom processes and
behaviours of both students and teachers (approaches,
methods, strategies, techniques). The focus is on the
learning environment itself through naturalistic inquiry, a
research paradigm in which naturally occurring events are
studied. Several Dutch-English lessons in geography, history
and mathematics in a Dutch secondary school were taped and
transcribed. Methods and materials used in teaching the two
languages were examined, as were other relevant factors.
Besides classroom observation data collection included
half-structured interviews with the co-ordinator and
teachers involved in bilingual education, the analysis of
education policies and recent publications on bilingualism.
The data gained by classroom observation, transcriptions and
interviews lead to the conclusion that under the given
circumstances the school does not benefit at the most from
the advantages of bilingual education. Teachers should
become better equipped for their new challenge. The first
research findings on the issue proved bilingual education in
both the Netherlands and in Germany to have positive
consequences. Compared to traditional foreign language
teaching its superiority was even proved. However, it is
important to realise that the results achieved by means of
bilingual education are still provisional results. We must
improve teacher preparation, reinforce and intensify
bilingual education, promote the implementation of new
bilingual models, but in the meantime evaluate the existing
programmes.},
cin = {700000},
ddc = {370},
cid = {$I:(DE-82)700000_20140620$},
typ = {PUB:(DE-HGF)11},
urn = {urn:nbn:de:hbz:82-opus-3882},
url = {https://publications.rwth-aachen.de/record/60520},
}
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