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-Bases Sources for Weak(er) Learners of English in a Bilingual Module of History (Year 8)
4. Conclusion and Outlook
5. Bibliography
6. Appendix
Research Objectives and Topics
The primary objective of this paper is to explore and apply various scaffolding strategies for teaching text-based historical sources to weaker learners in bilingual history classrooms within the German secondary education system.
- Theoretical foundations of scaffolding in the CLIL approach.
- Linguistic challenges of text-based history instruction for non-native learners.
- Critical analysis of current textbook materials and their didactic limitations.
- Practical strategies for teachers to bridge the gap between complex content and student literacy.
- Evaluation of long-term benefits of bilingual education for language proficiency.
Excerpt from the Book
1. Bilingual Education: Integrating Language and Content in the Classroom
What are the advantages and disadvantages – if there are any – of bilingual education and how can we define or claim bilingualism as part of our identity? Until today it is up for discussion whether individuals are bilingual only by growing up bilingual from an early age onwards or whether degrees of bilingualism can be claimed with the help of bilingual education opportunities. I do not wish to dwell upon this ongoing research of the different kinds and degrees of bilingualism, some of which are considered beneficial and some of which are not considered as beneficial to the individual (Cf. Skutnabb-Kangas 1981 et. al.) It is generally agreed that “we think of bilingual individuals as those people who are able to speak two (or more) languages, to some level of proficiency. “(Bialystock 5) Baker (2011) points out eight dimensions of bilingualism: ability (receptive or productive), the use in different domains, the balance of two languages, age (simultaneous or sequential), different stages of development, cultural competences, contexts, and elective bilingualism. In summary, bilingualism is an individual characteristic, as well as a social attribute; however, “an essential distinction is therefore made between language ability and language use.” (3ff.) However, the benefits of bilingual education still seem to be reserved only for a group of privileged learners.
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. 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.
Summary of Chapters
1. Bilingual Education: Integrating Language and Content in the Classroom: This chapter provides an introduction to the concept of bilingual education, its social implications, and the current disparities in accessibility for students in Germany.
2. Scaffolding Reading Comprehension in the Bilingual Classroom: Opening windows for Learning: This section defines the pedagogical concept of scaffolding and discusses its critical role in making complex historical texts accessible within the CLIL framework.
3. Case Study: Scaffolding Text-Bases Sources for Weak(er) Learners of English in a Bilingual Module of History (Year 8): This chapter applies theoretical scaffolding principles to a specific textbook module, identifying didactic strengths and weaknesses in its layout and task design.
4. Conclusion and Outlook: The concluding chapter synthesizes the research findings, emphasizing that effective bilingual teaching requires intentional, teacher-led scaffolding to ensure long-term learning success.
5. Bibliography: A comprehensive list of academic sources, didactical reference books, and pedagogical literature cited throughout the study.
6. Appendix: Contains supporting materials, including visual aids, diagrams, and illustrative examples of scaffolding techniques referenced in the text.
Keywords
CLIL, Bilingual Education, Scaffolding, History Didactics, Reading Comprehension, Text Competence, Language Acquisition, Secondary Education, Teaching Strategies, Language Learners, Pedagogical Support, Narrative Competence, Learner Motivation, Authentic Sources, Didactic Design.
Frequently Asked Questions
What is the core focus of this research?
The work focuses on the intersection of language teaching and historical content in German bilingual classrooms, specifically addressing how to support weaker learners through scaffolding techniques.
What are the primary themes discussed?
Key themes include the definition and benefits of bilingual education, the linguistic demands of historical texts, the role of scaffolding in content-integrated learning, and the evaluation of existing textbook resources.
What is the main goal or research question?
The primary goal is to determine effective strategies for scaffolding text-based sources so that all students, regardless of their background, can achieve higher levels of literacy and historical understanding.
Which scientific method is utilized?
The research combines a literature review of pedagogical and psycholinguistic theories with a qualitative case study analysis of a specific bilingual history textbook module.
What topics are covered in the main section?
The main sections analyze the theoretical background of CLIL, the definition of scaffolding, the challenges of bilingual history instruction, and an practical assessment of textbook materials for Year 8 students.
Which keywords characterize this study?
The study is characterized by terms such as CLIL, Scaffolding, Bilingual Education, Language Acquisition, and History Didactics.
How does the author define scaffolding in this context?
Scaffolding is defined not merely as "help," but as a temporary, interactive supporting structure or "sheltered learning technique" used by teachers to make complex content accessible to learners within their zone of proximal development.
What specific criticism does the author level at current textbook materials?
The author argues that while textbooks often appear visually appealing, they frequently lack sufficient, integrated scaffolding for weaker learners, particularly in interpreting complex maps or historical images.
Why is historical education particularly challenging in a foreign language?
History is a text-heavy subject that relies on specific terminology and cognitive complexity, making it difficult for students to bridge language deficits while simultaneously engaging in complex historical thinking.
What does the author suggest for future teacher training?
The author suggests that teachers need better training in identifying relevant vocabulary and implementing structured scaffolding techniques rather than relying on abstract, hollow pedagogical phrases.
- Arbeit zitieren
- Master of Arts Bjoern Schubert (Autor:in), 2013, Strategies and Methods of Scaffolding Text-based sources for Weak(er) ESL-Learners of English, München, GRIN Verlag, https://www.grin.com/document/271160
