MuM-Multi

The aim of the project was to investigate and understand the role of multilingual repertoires for subject-related learning. Demands to consistently utilise pupils’ multilingual resources for learning are often repeated. But how can such demands be realised in the concrete practices of classroom interaction? And which conditions for successful multilingual learning/teaching ought to be considered? For the subject mathematics, monolingual German and bilingual Turkish-German content-and-language-integrated interventions were conducted among 7th-grade pupils. Two research questions guided the comparison between the groups on their understanding of fractions: 1) Does learning (for the conceptual understanding of fractions) differ between the monolingual, bi- lingual and control group over the course of the intervention? 2) In which situational circumstances are particular languages deployed for mathematical learning?

Taking a mixed-methods approach, a randomised control trial was combined with qualitative video analysis of bilingual teaching and learning processes. The sample consisted of 128 Turkish-German 7th graders with relatively weak grades in mathematics. Monolingual and bilingual interventions for the conceptual understanding of fractions were compared. The quantitative analysis was based on the dependent variable of conceptual understanding of fractions. Control variables included language proficiency in German and Turkish, migration background, socioeconomic status and general cognitive abilities. The qualitative analysis investigated the situational effects of bilingual instruction, videotaped during the interventions. 

Both monolingual and bilingual support led to considerable increases in the conceptual understanding of fractions, when compared with the control group. This disproves claims that bilingual learning may detract from subject learning. Learners with high proficiency in Turkish profited significantly more from the bilingual intervention than those from the monolingual intervention. Moreover, the more learners use and mix all of their languages, the more they gained from the bilingual intervention. The qualitative analyses reveal that teachers and learners use different strategies to activate multilingualism for subject learning. The most fruitful learning moments appear to be those in which both languages are thoughtfully networked or linked. Language mixing thus has positive effects on learning.

•  The activation of multilingual resources for subject learning can begin at any age.
• The higher the home-language proficiency, the more the pupils can profit from multilingual learning opportunities.
• Learners can use their home languages to build broad and linguistically connected understandings of subject content. Even if only monolingual learning materials are available, bilingual learners can be encouraged to work together and to use all their languages.
• Language mixing is a learning opportunity that supports knowledge connections.

Redder, A., Cellikol, M., Wagner, J. & Rehbein, J. (2018). Mehrsprachiges Handeln im Mathematikunterricht (PDF). Münster: Waxmann.

Schüler-Meyer, A., Prediger, S., Kuzu, T., Wessel L. & Redder, A. (2019). Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? In International Journal of Science and Mathematics Education, 17(2), S. 317 – 399. doi.org/10.1007/s10763-017-9857-8

Schüler-Meyer, A., Prediger, S., Wagner, J. & Weinert, H. (2019). Bedingungen für zweisprachige Lernangebote – Videobasierte Analysen zu Nutzung und Wirksamkeit einer Förderung zu Brüchen. In Psychologie in Erziehung und Unterricht, 66(3), S. 161 – 175. doi:10.2378/peu2019.art09d

Wagner, J., Kuzu, T., Redder, A. & Prediger, S. (2018). Vernetzung von Sprachen und Darstellungen in einer mehrsprachigen Matheförderung – linguistische und mathematikdidaktische Fallanalysen. In Fachsprache – International Journal of Specialized Communication, 40 (1 – 2), S. 2 – 23. doi: http://doi.org/10.24989/fs.v40i1 – 2.1600