Country Studied: Germany
Types of learning difficulties the Best Practice is supporting:
- Reading and writing difficulties
- Social or emotional difficulties
- General or specific learning difficulties
- Neurodevelopmental difficulties
Aims and objectives of Best Practice
- Integration of linguistic and non-linguistic knowledge: The aim is to avoid a strict separation between language teaching and other subjects. Content from subjects such as culture, history, geography, environment, or economics is integrated into language learning and vice versa, promoting an interdisciplinary approach that enhances both linguistic and subject-specific competencies.
- Implementation of bilingual and immersion models: Bilingual teaching is promoted through modules, sequences, or immersive islands, which can vary in duration and depth. This flexible approach increases student motivation and fosters collaboration between teachers of different disciplines, thereby improving exposure and learning in two languages.
- Development of interlinguistic and mediation skills: Strategies are encouraged to help students compare and mediate between different languages, which is particularly useful in multilingual contexts. This prepares students for bilingual studies or for working in multilingual environments in the future.
- Personal and academic enrichment: A school year in a different language region offers students the opportunity to develop personally and academically, increasing their autonomy, confidence, and intercultural understanding. This benefits not only the students but also the host families and the receiving schools.
Short description of Best Practice
Best practices in language teaching involve integrating linguistic and non-linguistic knowledge, implementing flexible bilingual and immersion models, developing interlinguistic and mediation skills, and providing personal and academic enrichment through immersive experiences in different language regions.
Age: The best practice models target students of various ages, primarily in secondary education (9th to 11th grades).
Duration: The duration of the immersion and bilingual education programmes can vary. For instance, immersive islands can be implemented as part of specific school projects or modules that last for varying periods, from a few days to entire school years. A notable example is the “12th partner language school year,” which involves a full academic year spent in a different language region.
Setting: These programmes are set in schools across different regions, with immersive and bilingual teaching implemented in both primary and secondary schools. The immersive islands model is applied in schools in the Aargau canton, while the “12th partner language school year” is available across all 26 Swiss cantons.
3 Key learning Principles that were used in this Best Practice to support learners with LD
The three key learning principles used in this Best Practice to support learners with learning difficulties are:
- Multimodal Learning: This principle incorporates the use of various sources, text types, and authentic texts, allowing students to engage with the material through multiple sensory pathways. It supports incidental and experiential learning, which can be particularly beneficial for students with learning difficulties.
- Integrated Didactics: The approach combines general didactics, didactics of the first and second language (L1 and L2), non-linguistic subject didactics, and multilingual didactics. This holistic method helps to bridge different areas of learning, making the content more accessible for students with diverse learning needs.
- Collaborative and Autonomous Learning: Encouraging students to work collaboratively and autonomously is a fundamental aspect of the best practice. It includes dynamic collaboration techniques and promotes self-directed learning, which can enhance motivation and engagement, crucial for supporting learners with learning difficulties.
Strategies used as part of Best Practice
- Adapting instruction to various learning styles.
- Individualized Learning Plans.
- Guidance on creating and implementing individualized learning plans.
- Collaboration with support services and professionals.
- Strategies for modifying or creating teaching materials to suit different abilities.
- Creating a positive and supportive classroom environment.
- Other:
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- Multimodal learning approaches
- Interdisciplinary collaboration
- Use of authentic materials
Results and impact
The assessment in the best practice models includes a variety of evaluation instruments designed to explore the effects of bilingual teaching on subject and language competencies. These assessments focus on the construction of meaning in different languages, attitudes, motivation, and cognitive strategies. They involve the participation of students, teachers, schools, authorities, and parents .
The level of assessment varies from classroom-based evaluations to institutional and policy levels. Classroom evaluations measure student performance in non-linguistic subjects taught partially or entirely in the second language (L2). On a broader scale, institutional assessments examine the implementation and outcomes of bilingual education within school districts and cantons, with support from educational policies and financial backing from federal and cantonal authorities .
Evidence as to why this was considered Good Practice
The project has been recognised and used as an example of good practice. It was awarded the European Language Label, showcasing its success and impact. This recognition indicates a formal inspection and evaluation process.
Feedback from learners has been positive, indicating less fear of making mistakes and greater tolerance for ambiguity. Evaluations in bilingual classes have shown good results in non-linguistic subjects taught partially or entirely in the second language. Learners and their teachers have reported positive experiences and outcomes.
The project is part of various research initiatives aimed at exploring the effects of bilingual teaching on subject and language competencies, attitudes, motivation, and cognitive strategies. Numerous pilot projects have been supported by accompanying measures to assess their impact.
Transferability
The good practice described in the document is highly transferable due to several key factors:
Interdisciplinary Collaboration: The approach integrates language teaching with non-linguistic subjects, making it adaptable to various educational contexts and subjects. This flexibility allows other regions and educational systems to adopt and modify the practice to fit their specific needs .
Support from Educational Policies: The practice is supported by educational policies at both federal and cantonal levels, providing a framework that other regions can emulate. This policy support includes financial backing and institutional recognition, which can be instrumental in adapting the practice in different areas .
Holistic and Multimodal Learning: The focus on multimodal learning through authentic texts and interdisciplinary methods enhances its applicability. Schools can easily incorporate these principles into existing curricula, promoting a more dynamic and engaging learning environment for students.
Resources used as part of Best Practice
- Multimodal Learning Materials: The best practice uses a variety of authentic texts and multimodal resources to support learning. These include narrative, descriptive, and expository texts across different subjects. Examples can be found at:
Projektdokumentation Îlots immersifs: https://edudoc.ch/record/127758
- Collaborative Learning Tools: Resources to promote collaborative learning among students, which include dynamic techniques for group work and task completion. These tools foster communication between students of different mother tongues.
Use of Assistive Technologies in Language Instruction:
- Digital Platforms and Tools: Although the document does not specifically list assistive technologies, the inclusion of various ICT tools is implied within the framework of best practices. These technologies can support differentiated learning and accessibility for students with learning difficulties.
- Examples of ICT Integration: The use of interactive platforms for bilingual and immersive teaching is encouraged to enhance engagement and provide multimodal support.
Critical issues
- Contextual and Cognitive Factors: The bilingual instruction must consider various contextual, cognitive, social, and organisational factors. The learning environment in school cannot replicate the conditions of acquiring a first language, which presents unique challenges in achieving natural language learning.
- Implementation Complexity: Comprehensive bilingual models, such as full or partial immersion, are challenging to implement. These models require significant preparation and support from schools, parents, and sometimes authorities, along with financial resources.
- Institutional and Policy Challenges: Although forms of bilingual instruction are mentioned in legislative texts and curricula at both federal and cantonal levels, bilingual education is not yet firmly established across the Swiss educational landscape. This indicates a need for further integration and acceptance within educational policies and practices.
- Teacher Training and Support: There is a necessity for ongoing teacher training and support to ensure the successful implementation of bilingual teaching methods. This includes training in both language and subject-specific didactics to address the interdisciplinary nature of bilingual education.
These critical issues highlight the complexities and requirements needed to successfully implement and sustain bilingual education practices in schools.
Any additional learning that we can take from this Best Practice, example:
- Emphasis on Authentic Learning Contexts: The best practice involves immersing students in real-world language usage contexts, which helps them learn in a more natural and engaging manner. This approach can be applied in various educational settings to enhance language acquisition by making learning more relevant and practical.
- Importance of Multimodal Learning: Utilising diverse learning materials, including texts, audiovisual aids, and interactive activities, supports different learning styles and needs. This strategy can be adopted to cater to the varied learning preferences of students, thereby improving engagement and retention.
- Integration of Language and Content: Combining language instruction with non-linguistic subjects, such as history or science, not only improves language skills but also enhances subject knowledge. This integrated approach can be beneficial in promoting deeper understanding and application of both language and subject matter.
- Collaborative Learning Environments: Promoting collaboration among students, especially in multilingual settings, fosters a supportive learning environment. It encourages peer learning and helps students develop communication and teamwork skills, which are valuable beyond the classroom.
- Teacher Training and Professional Development: Continuous professional development for teachers is crucial to the success of bilingual and immersive programmes. Training in both language and content-specific teaching methodologies can help educators effectively implement best practices in their classrooms.
Any Additional Information or Resources
- Multimodal Learning: Emphasising the use of various learning materials, including narrative, descriptive, and expository texts, supports different learning styles and needs, making the learning process more engaging and effective.
- Interdisciplinary Approach: Integrating language instruction with non-linguistic subjects helps in promoting deeper understanding and application of both language and subject matter.
- Collaborative Learning: Encouraging collaboration among students fosters a supportive learning environment and enhances communication and teamwork skills.
- Teacher Training: Continuous professional development for teachers is crucial for the successful implementation of bilingual and immersive programmes.
