Academia.eduAcademia.edu

Figure 5 – uploaded by Peter Broeder

See full PDFdownloadDownload figure
Table 5: Differences between mono- and multilingual students

Table 5 Differences between mono- and multilingual students

Related Figures (7)

Besides, teachers named up to three languages that their multilingual students spoke at home instead of or in addition to German. One teacher reported no other languages besides German. One teacher named one other language, 14 teachers named two, and 42 teachers named three other home languages. In all, 25 different home languages were reported. An overview of the three most frequently mentioned languages is given in Table 2: The most frequently reported home language was Turkish (n=47; 27%), followed by Russian (n=25; 14%) and Polish (n=18; 10%). The other languages included Albanian (9%), Kurdish (3%), and Arabic (3%).
Besides, teachers named up to three languages that their multilingual students spoke at home instead of or in addition to German. One teacher reported no other languages besides German. One teacher named one other language, 14 teachers named two, and 42 teachers named three other home languages. In all, 25 different home languages were reported. An overview of the three most frequently mentioned languages is given in Table 2: The most frequently reported home language was Turkish (n=47; 27%), followed by Russian (n=25; 14%) and Polish (n=18; 10%). The other languages included Albanian (9%), Kurdish (3%), and Arabic (3%).
The teachers filled out an online questionnaire consisting of quantitative questions. After having provided some background information on their age, gender, work place, experience, and the school subjects taught, the teachers estimated to what extent their class could be considered as being ‘multilingual’, and they specified their students’ language backgrounds. Subsequently, they were asked to indicate on a five-point scale the importance of four typical aspects of each of the domains distinguished, i.e. the aspects considered to be the least and the most cognitively demanding ones of each sub-domain (= the first and the last aspect listed in the tables in Appendix |). Based on these examples, the teachers were asked about the general performance of their students in the five domains. Finally, they were asked to indicate on a five-point scale whether they had the impresson that monolingual students perform better than multilingual students.
The teachers filled out an online questionnaire consisting of quantitative questions. After having provided some background information on their age, gender, work place, experience, and the school subjects taught, the teachers estimated to what extent their class could be considered as being ‘multilingual’, and they specified their students’ language backgrounds. Subsequently, they were asked to indicate on a five-point scale the importance of four typical aspects of each of the domains distinguished, i.e. the aspects considered to be the least and the most cognitively demanding ones of each sub-domain (= the first and the last aspect listed in the tables in Appendix |). Based on these examples, the teachers were asked about the general performance of their students in the five domains. Finally, they were asked to indicate on a five-point scale whether they had the impresson that monolingual students perform better than multilingual students.
General performance in class estimated by 54 teachers in Means and Standard De- viations (Mean on a 5-point scale, 1 = min — 5 = max) As shown in Table 4, our teachers were dissatisfied with their students’ school language skills in all the domains, all average estimates being at the lower end of the five-point scale. Students' performance in literacy skills was estimated the lowest, closely followed by their performance in presentation skills.
General performance in class estimated by 54 teachers in Means and Standard De- viations (Mean on a 5-point scale, 1 = min — 5 = max) As shown in Table 4, our teachers were dissatisfied with their students’ school language skills in all the domains, all average estimates being at the lower end of the five-point scale. Students' performance in literacy skills was estimated the lowest, closely followed by their performance in presentation skills.
580 California St., Suite 400
San Francisco, CA, 94104
© 2025 Academia. All rights reserved