Academic Language Competencies - Affordances, Language Processing, and Diagnostics (BiSpra 1)

• Weinert, Sabine (University Bamberg)
• Stanat, Petra
• Heppt, Birgit
• Berendes, Karin
• Dragon, Nina

• Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB) (Distributor)

• Abstract

  The Project “Bildungssprachliche Kompetenzen (BiSpra)“ (Academic Language Competencies (BiSpra): Affordances, Language Processing, and Diagnostics) is divided into a linguistic and a psychological/ educational sciences part. In the psychological/ educational sciences sub-project it was experimentally tested which characteristics of “academic language” cause difficulties for children with a migration background and/or children from educationally disadvantaged families. Building on that, (…) test items were developed to examine students’ abilities in “academic language”. These test items aim to test the comprehension of language characteristics that are discussed as characteristics of “academic language” in the literature. To examine the importance of different lexical and grammatical requirements for text comprehension, listening comprehension items were developed and tested that systematically differ in difficulty of vocabulary and complexity of grammar. Furthermore, items capturing the comprehension of connectors were developed and tested. All developed items were applied in the main study with 1,200 second and third graders. Besides, (…) we began exploratory work for measuring general “academic language” vocabulary. (…) According to our expectations, the results of the psychological/ educational sciences sub-project showed that children with a non-German home language showed lower achievements in listening comprehension of German texts than children with German home language. This holds true for texts with demanding vocabulary and grammar but also, to a similar extent, for simpler texts, which are easier to comprehend for all children. Not only children with a non-German home language, but also children from socially disadvantaged families showed limitations in listening comprehension independently from their linguistic background. The available dataset is a sub-dataset of BiSpra which contains the data collected by the BiSpra subproject Bamberg. These data were collected in North Rhine-Westphalia. The data from the subproject Berlin cannot be made available because of data protection regulations. The data from the subproject Hamburg are archived at the Hamburg Center for Language Corpora (HZSK) at Universität Hamburg.

• 2009-08-01 / 2012-12-31

• North Rhine-Westphalia
  

students in grade 2 and 3 (N=559)

Availability Sample

• Cross-section
  Research Design: Quasi-Experimental Design; Study with Multiple Treatment Groups
  

• Self-administered questionnaire: Paper
• Educational measurements and tests
• Measurements and Tests: Paper & Pencil

• 1 (Type: VerbundFDB)

• • ID: 10.1017/S0305000915000872 (DOI)
  • ID: 10.1016/j.learninstruc.2017.01.005 (DOI)
  • ID: 10.18452/17534 (DOI)
  • ID: 10.1016/j.lindif.2016.01.004 (DOI)
  • ID: 10.1007/978-3-658-11346-9_19 (DOI)
  • ID: 10.1002/rrq.83 (DOI)
  • ID: 978-3-8309-2911-6 (ISBN)

• Heppt, B., Dragon, N., Berendes, K., Stanat, P. und Weinert, S. (2012). Beherrschung von Bildungssprache bei Kindern im Grundschulalter. Diskurs Kindheits- und Jugendforschung, 3, 349-356.

  • ID: http://www.budrich-journals.de/index.php/diskurs/article/view/9177/7915 (URL)

• Berendes, K., Dragon, N., Weinert, S., Heppt, B. und Stanat, P. (2013). Hürde Bildungssprache? Eine Annäherung an das Konzept „Bildungssprache“ unter Einbezug aktueller empirischer Forschungsergebnisse. In: A. Redder und S. Weinert (Hrsg.), Sprachförderung und Sprachdiagnostik: Interdisziplinäre Perspektiven (S. 17-41). Münster: Waxmann.

• Heppt, B., Stanat, P., Dragon, N., Berendes, K. und Weinert, S. (2014). Bildungssprachliche Anforderungen und Hörverstehen bei Kindern mit deutscher und nicht-deutscher Familiensprache. Zeitschrift für Pädagogische Psychologie, 28(3), 139-149.

  • ID: 10.1024/1010-0652/a000130 (DOI)

• Dragon, N., Berendes, K., Weinert, S., Heppt, B. und Stanat, P. (2015). Ignorieren Grundschulkinder Konnektoren? Untersuchung einer bildungssprachlichen Komponente. Zeitschrift für Erziehungswissenschaft 18(4), 803-825.

  • ID: 10.1007/s11618-015-0640-8 (DOI)

• Weinert, S., Stanat, P., Redder, A., Dragon, N., Heppt, B. und Uesseler, S. (2014). Verbundvorhaben: Bildungssprachliche Kompetenzen (BiSpra): Anforderungen, Sprachverarbeitung und Diagnostik. Schlussbericht 2013. Bamberg u.a.: Otto-Friedrich-Universität Bamberg u. a. Verfügbar über die Universitätsbibliothek Hannover und Technische Informationsbibliothek.

  • ID: 10.2314/GBV:797960236 (DOI)

• Eine ausführliche Publikationsliste finden Sie auf:

  • ID: www.iqb.hu-berlin.de/fdz/studies/BiSpra_1 (URL)