In dieser Arbeit soll herausgefunden werden, ob die Einführung einer bilingualen Volksschule für alle Kinder sinnvoll wäre. Englisch ist heutzutage eine der wichtigsten Sprachen der Welt. Da es Kindern besonders leicht fällt neue Sprachen zu lernen, ist es sinnvoll so früh wie möglich damit zu beginnen. Außerdem legt die EU besonders großen Wert darauf, dass jedes EU-Mitglied mindestens zwei weitere Sprachen, die in der EU gesprochen werden, beherrscht. In österreichischen Volksschulen wird Englisch als "Verbindliche Übung" unterrichtet. In der ersten und zweiten Schulstufe sollen insgesamt 32 Jahresstunden Englisch unterrichtet werden. Ab der dritten Schulstufe gibt es eine festgelegte Wochenstunde Englisch. Obwohl es viele Gründe gibt, warum es sinnvoll ist, die Kinder beim Englischerwerb zu unterstützen, wird dies in österreichischen Schulen immer noch nicht angemessen verwirklicht.
When you take a closer look you realize that five out of the eight Austrian neighboring countries have another official language than German. Knowing that there are 24 official languages in Europe it is obvious that the EU wants its citizens to learn as many languages as possible. English is a universal language which is used to communicate with people who do not speak each other’s first languages. Being able to speak English is a skill which is not only helpful to have a successful school career but to have success in life. Elementary schools are primarily responsible to introduce and teach English to all children. Most bilingual elementary schools are run completely or partly private which makes it impossible for families with lower incomes to enroll their children in these private bilingual schools. Wouldn't it be great if every child in Austria could get an education in both English and German in their public elementary school?
Table of Contents
1 Introduction
2 Multilingualism
2.1 What is multilingualism?
2.2 Encouragement of individual multilingualism
2.3 Curricular background
2.4 Didactical approach and concept to expand the linguistic capacity to act
2.5 Multilingualism in Viennese classrooms
2.6 Multilingualism in school
2.7 Language use in school
3 Bilingual education and effectiveness
3.1 When is a child considered bilingual?
3.2 How does the language development for children with German as a second language work?
3.3 Which role does the mother tongue/first language play?
3.4 How can the parents support the multilingual development of their child?
3.5 How can educators help children with German as a second language?
4 Austrian examples
4.1 Innsbruck Elementary School
4.2 Goals, Beliefs & Values
4.3 Expectations
4.4 Accreditation
5 pros and cons of bilingual education
6 summary
7 Bibliography
Objectives and Core Topics
The primary objective of this thesis is to examine the effectiveness of bilingual elementary education in Austria and to determine if implementing such programs on a broader scale would be beneficial for all children. The research explores the cognitive and social advantages of multilingualism while addressing the challenges within the current Austrian school system.
- Theoretical foundations of multilingualism and its role in European education.
- Pedagogical approaches for supporting children with German as a second language.
- Analysis of existing bilingual school models in Austria (e.g., Innsbruck Elementary School).
- Developmental and sociopolitical benefits versus potential challenges of bilingualism.
- Barriers to widespread implementation of bilingual public education in Austria.
Excerpt from the Book
3.1 When is a child considered bilingual?
It is also stated the children who grow up learning more than one language grow up in very diverse living conditions. There are also different forms of multilingualism. However bilingual children can be divided into two different groups: simultaneous bilingual children and successive bilingual children. These two groups differentiate concerning their language development.
Simultaneous bilingual children are children who grow up learning two different languages between the ages two to three years. Most of the time this happens when each parent has a different language and talks to the child in their first language. The child grows up learning two languages naturally under the condition that each parent talks to the child regularly and for a long time period. (cf. Asbrock, 2006)
Successive bilingual children are children who learn only one language for the first three years of their life. (mother tongue/first language) When the children start preschool (at three years) they learn another language. If a child whose first language is not German goes to an Austrian preschool he/she learns German.
Summary of Chapters
1 Introduction: Provides the motivation for the study and explains the relevance of multilingualism within the European and Austrian educational context.
2 Multilingualism: Defines key terms, examines curricular backgrounds, and explores various didactical approaches and the status of multilingualism in schools.
3 Bilingual education and effectiveness: Analyzes the stages of language development and provides practical guidance for parents and educators.
4 Austrian examples: Evaluates specific school practices, such as the Innsbruck Elementary School, and compares various international school models in Austria.
5 pros and cons of bilingual education: Outlines the developmental, psychological, and sociopolitical advantages and disadvantages associated with bilingualism.
6 summary: Concludes the thesis by summarizing the findings on the importance of multilingualism and the current limitations of the Austrian school system.
7 Bibliography: Lists all academic sources and online resources used for the research.
Keywords
multilingualism, bilingualism, effectiveness, school, language development, Austrian education, mother tongue, second language, teaching, curriculum, foreign language, pedagogical approaches, cognitive benefits, school policy, integration.
Frequently Asked Questions
What is the primary focus of this thesis?
The work examines the effectiveness of bilingual education and discusses the potential benefits and obstacles of introducing such programs in Austrian elementary schools.
What are the central themes discussed in the paper?
The central themes include the definition of multilingualism, its role in child development, effective pedagogical methods, and case studies of existing bilingual institutions in Austria.
What is the ultimate goal of the research?
The goal is to determine if a bilingual school system would be a meaningful and effective educational approach for all children in Austria.
Which research methods were employed?
The paper utilizes a literature-based research approach, synthesizing academic theories and current educational policies, combined with an analysis of existing practical examples like the Innsbruck Elementary School.
What is covered in the main section of the book?
The main section covers the theoretical definitions of multilingualism, specific strategies for educators and parents, and a comparison of bilingual school programs in Austria.
Which keywords best describe this study?
The study is best characterized by keywords such as bilingualism, multilingualism, language acquisition, school curriculum, and Austrian educational policy.
How does the author define simultaneous bilingualism?
Simultaneous bilingualism refers to children who grow up learning two different languages concurrently, typically between the ages of two and three, often when each parent communicates in a different language.
What is the "one person - one language" principle mentioned?
It is a recommended strategy for bilingual families where each parent consistently uses their own mother tongue when communicating with the child to help them distinguish between languages.
Why are there difficulties in implementing bilingual public education?
The author notes that while multilingualism is a declared goal, it is often not adequately supported in practice, and many effective bilingual programs remain private and expensive.
- Arbeit zitieren
- Sophia Maurer (Autor:in), 2020, Pros and cons of bilingual primary schools in Austria. Analysis of the effectiveness for children, München, GRIN Verlag, https://www.grin.com/document/989364
