ABSTRACT

In an era of globalization and global migration multilingualism represents a central educational goal for international political institutions and educational systems. However, except for bilingual schooling programs, institutionalized learning usually takes place monolingually, especially in Europe. Peer-Learning seems to be a promising method for integrating bilingualism in submersion. Pupils sharing the same languages could interact bilingually while working together without the necessity of a bilingual teacher.

This paper investigates the prevalence of bilingual interaction of peer-tandems in submersion. The analysis is based upon a quasi-experimental setting with n = 114 Turkish-German bilingual pupils from German elementary schools and makes use of dyadic data analysis and non-parametric methods. The results show that (1) the prevalence of bilingual interaction is nonindependent of the dyad, (2) the learning contents do not affect the prevalence of bilingual interaction, and (3) an explicit offer is needed for the activation of bilingual interaction. Practical implications for the implementation of bilingual peer-learning in submersion will be discussed.

摘要

在全球化和全球移民的时代，多语言是国际政治机构和教育系统的核心教育目标。然而，除了双语学校课程外，制度化学习通常以单语进行，尤其是在欧洲。同伴学习似乎是一种将双语融入浸没的有前途的方法。共享相同语言的学生可以在一起工作的同时进行双语互动，而无需双语教师。

本文调查了沉浸式同伴双语互动的普遍性。该分析基于一个准实验环境，其中n  =  114 名来自德国小学的土耳其-德国双语学生，并利用了二元数据分析和非参数方法。结果表明：（1）双语互动的流行程度与二元组无关，（2）学习内容不影响双语互动的流行程度，（3）双语互动的激活需要明确的报价。将讨论在浸没中实施双语同伴学习的实际意义。