Project KoPaS
Multi-professional cooperation and professionalisation for subject related language teaching in all-day schools
The project focuses on the individual support of primary school children from different learning backgrounds and languages of origin by the professionals involved in all-day schooling, as well as on gaining insights into the effects of lesson design on the individual development of pupils.
A key challenge for all-day schools in the primary sector is to implement high-quality educational processes in combination with lessons and afternoon programmes that meet the individual needs of children and their linguistic diversity. Successful cooperation between teachers and educational specialists and thematic linking of content are considered essential to ensure process quality (StEG, 2019). The issue of consistent language teaching for monolingual and multilingual primary school children as a common subject has the potential to promote multi-professional cooperation in all-day schooling in formal and informal educational contexts.
This is where the interdisciplinary project “Multiprofessional Cooperation and Professionalisation for Subject-Related Language Teaching in All-Day Schools” (KoPaS) comes in, which is funded within the framework of the BMBF funding guideline “Language Teaching in the Immigration Society: Developing Individual Potential and Shaping Transitions”. The aim of the project is to promote the subject and language learning development of primary school children in Years 3 and 4 over the course of a school year by using already evaluated approaches to language-sensitive (subject) teaching and the integration of individual multilingualism in all-day schooling.
Contextualised language teaching is to be made possible through the multi-perspective and networked treatment of the thematic focus of Education for Sustainable Development (ESD) in formal and informal educational contexts of all-day schooling (cf. Arnoldt, 2011). The focus is also on promoting cooperation between teachers and educational specialists in order to contribute to a long-term networked approach to different topics of individual support in all-day schooling. The project is implemented as a quasi-experimental control group design at the three project sites in Frankfurt, Bamberg and Berlin and includes two experimental groups (EG1: linguistic scaffolding; EG2: linguistic scaffolding taking into account multilingualism; WKG: waiting control group).
Funding
