Adequately responding to linguistic diversity in the classroom is imperative in European school contexts, not least because of current migratory movements. This article presents the results of an intervention study with primary school English‐foreign‐language learners in Germany (N = 42, M_age = 8.70 years) from linguistically diverse backgrounds, who participated in a learning unit on the human body (five 45‐minute lessons). Drawing on multilingual education and second language motivational research, we encouraged children in the intervention group to use their linguistic resources, and they engaged with two affective‐experiential activities aimed at stimulating attitudinal aspects of learning. We investigated intervention effects through pre‐, post‐, and follow‐up tests. We measured affect after each lesson. The intervention group displayed higher plurilingual ideal self aspirations after the intervention and higher positive affect throughout the intervention. Importantly, the intervention group made significantly larger vocabulary learning gains than the control group despite spending less time on task.

中文翻译：

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以资源为导向解决语言课堂中的语言多样性：对小学生的一项干预研究

在欧洲学校环境中，必须对教室中的语言多样性做出充分反应，这不仅是因为当前的迁徙运动。本文介绍了一项针对德国小学英语-外国语言学习者的干预研究的结果（N = 42，M_年龄= 8.70岁），来自不同语言背景，他们参加了人体学习单元（五节45分钟的课程）。借助多语言教育和第二语言动机研究，我们鼓励干预组中的儿童使用他们的语言资源，并开展两项情感-体验活动，旨在激发学习的态度方面。我们通过事前，事后和后续测试调查了干预效果。我们在每节课后测量了情感。干预组在干预后表现出较高的理想自我愿望，在整个干预过程中表现出较高的积极影响。重要的是，尽管花在工作上的时间更少，但干预组的词汇学习量却比对照组大得多。