Archive of completed projects

Ingrid Gogolin, Dietmar Höttecke

The student body in Germany is linguistically very diverse. In which way can a natural science classroom that involves the heritage language proficiency of students improve learning results?

This question is being examined at secondary schools in Hamburg using physics classes as example.

Ingrid Gogolin, Ekkehard Thümler

Many primary school students are disadvantaged in the development of their language skills due to the school closures during the coronavirus pandemic. How is it possible to support these children in a way that they can follow regular lessons?

This project adapts a proven American program to the German language and tests it in selected primary schools.

Drorit Lengyel, İnci Dirim

How is it possible to anlyse early biliteral writing development and text production in order to provide targeted support?

Using written language data, we develop a diagnostic method in cooperation with the University of Vienna, which can be used in institutional contexts for the language pair German-Turkish.

Sara Fürstenau, Vera Beckmann

Teaching in linguistically heterogenous classes has become normal in Hamburg long since. The question of how to handle this challenge shall be addressed during teacher training.

But how can future teachers of all subject matters be sensitized for the significance of language education?

Seminar modules with recorded lessons that  were especially successful in shaping language education shall facilitate the tranfer into practice for the whole teaching staff of the Faculty of Education.

Drorit Lengyel, Jürgen Budde

Children and their parents were in a uncertain and burdensome situation during the school closures because of the corona virus pandemic. What was the impact of this isolation on them? How did they deal with this uncertainty?

Students and parents of a primary school were surveyed digitally about their situation during the school closures.

Ingrid Gogolin

Corona has changed the daily routines of teaching and learning. But what will they look like in future? Face-to-face teaching, digital teaching or hybrid forms?

This cooperation project of Universität Hamburg, IPN Kiel and IEA Hamburg shall accompany the current developments. To this end, we will interview at first school principals, later on teachers, and perhaps also students and their parents.

Ingrid Gogolin

What are the interdepencencies between language development, especially a multilingual one, and the first steps into occupational integration of adolescents with and without migrant background?

Subsequent to the MEZ project, MEZ-2 examines further development of language skills with regard to vocational or academic terminology. We aim to identify measures, strategies, or practices that have the potential to reduce the discriminating effects that result from pupils' educationally disadvantaged family background.

Sara Fürstenau, Katrin Huxel

How can we use multilingualism productively as a ressource for learning in school? And how can we support primary schools in implementing this?

An measure developed as part of the project was initially tested at three pilot schools. In a second step, this concept was then rolled out across North Rhine-Westphalia through a network of multipliers and supported by academic research.

The MIKS concept, which had been trialled in primary schools, was subsequently adapted for use in secondary schools and rolled out to schools in Hamburg.

Sara Fürstenau, Simone Plöger, Elisabeth Barakos

In which way do schools in Hamburg organize their language education offers for newly immigrated pupils at the transition from preparatory class to regular class?

Adopting an ethnographic study design, we examine the language training programs and the perspectives of newly immigrated pupils at two secondary schools in Hamburg.

Drorit Lengyel, Kristin Bührig

At schools in Hamburg, linguistic heterogeneity is rather the rule than the exception. How can we enable prospective teachers to perceive this heterogeneity as a challenge and chance to enhance processes of education?

In cooperation with maths and science didactics, the project developed and  implemented from 2015-2018 a successful model to prepare future teachers in Hamburg to deal with linguistic heterogeneity in class.

In a second project phase (2019-2023) this model shall be made available step-by-step for all teacher training courses.

Sara Fürstenau, Glaucia de Oliveira Assis

How are educational opportunities connected to gendered labour markets (e.g. care work, construction, gastronomy) and to gendered social networks of support? In which way are knowledge, ideas and representations around education shared among social networks? To which extent do they stimulate transnational educational aspirations?

To answer these questions, this study explores educational orientations and strategies in transnational families and social networks between Brazil and Germany.

Drorit Lengyel, Tanja Salem

Which are the options to interact in day-care centers with mono- and multilingual children? To which extent do they enhance linguistic education? And which skills do the professionals in day-care centers possess?

This qualitative study examines the situation at six day-care centers in Hamburg, in which the percentage of children with migrant background is above 40%.

Ingrid Gogolin, Bernhard Nauck, Sabine Walper

How have parenting syles of migrant families changed? How did the parenting guides develop in parallel? And what is the influence of newly migrated families on this development?

The project analyzes data sets and develops recommendations for the future design of parenting guides in cooperation with DJI Munich and numerous practice partners.

Drorit Lengyel, Maria Schmitz, Ute Michel

A theory-practice transfer for quality development of local educational networks

Sara Fürstenau, Javier Carnicer

Affluent young people are "international students" and "internationally mobile" - whereas poor young people are "migrants" and "economic refugees". This division is also prevalent in scientific approaches.

But what are young people that search for education opportunities abroad without an affluent family backing them? This study examines and traces their life journeys, strategies and networks by way of interviews - and compares them to those of more affluent families.

Ingrid Gogolin, Sarah McMonagle, Antje Hansen

Which research topics in the field of multilingualism and language education are particularly urgent and should be researched with priority? Which research topics are sufficiently researched - and where could there be synergies?

By researching such questions, we support and interlink the research of the participating projects.

Drorit Lengyel, Vesna Ilic

Do bilingual children learn "their" languages better if they are taught both in their language of origin and in German?

To answer this question,  we compare Turkish-German children that participate in the language and parental education program "Rucksack Schule" to a control group that attends regular classes in a longitudinal survey.

Ingrid Gogolin

How does everyday multilingualism affect success in school? Which factors influence multilingual development processes in a positive or negative way?

In a longitudinal study with four phases, we collect data on contextual, personal and linguistic factors of 1800 students. This shall contribute to identifying conditions that help to inprove the educational success of young persons with migrant background.

Ingrid Gogolin, Bernhard Nauck, Peter Winker, Marina Lagemann

To which extent does education contribute to social participation and inclusion into social networks? Are there differences between persons with and without migrant background?

To answer these questions, the project analyses data from large longitudinal studies.