Tackling language support : attitudes and self-assessments of early childhood educators

Abstract

"Since PISA 2000 the importance of language support in early childhood is strongly emphasized. Results from large scale assessments show that children from families with migration background are less successful in the German education system than those without migration background (Autorengruppe Bildungsberichtserstattung, 2006; Baumert & Schümer, 2001; Paetsch et al., 2014). These findings stimulated various initiatives in preschools aiming at a stronger emphasis on language support. The present study (N=200) focuses on language support in early childhood facilities and investigates attitudes and self-assessments of educators via explorative factor analysis. The results show that educators score higher on the factor 'pragmatic of language support' than on factors referring specific knowledge and diagnostic. The article discusses the findings in the context of professional development." (Author's abstract, IAB-Doku) ((en))

Cite article

König, A., Barkemeyer, I. & Bethmann, A. (2015): Herausforderung: Sprachbildung. Eine Studie zu Einstellungen und Selbsteinschätzungen von pädagogischen Fachkräften. In: Empirische Pädagogik, Vol. 29, No. 3.