Effekte der Gymnasialprofilzugehörigkeit auf Leistungsentwicklungen im Fach Englisch
Study profile effects on english as a first foreign language development
Journal article › Research › Peer reviewed
Publication data
| By | Michael Leucht, Jan Retelsdorf, Hans Anand Pant, Jens Möller, Olaf Köller |
| Original language | German |
| Published in | Zeitschrift für Pädagogische Psychologie, 29(2) |
| Pages | 77-88 |
| Editor (Publisher) | Hogrefe Verlag |
| ISSN | 1010-0652, 1664-2910 |
| DOI/Link | https://doi.org/10.1024/1010-0652/a000153 |
| Publication status | Published – 2015 |
| Keywords | multilevel analyses, thematic study profiles, upper secondary school, differential learning environments, receptive English skills |
In the academic track of German upper secondary education, the course level system is increasingly replaced by thematic study profiles. We investigate whether opting for a language profile (in which up to four foreign languages are taught) leads to a more favorable development of first foreign language (English) achievement than opting for a non-language profile (in which instruction in a second, third and fourth language can be avoided). We rely on longitudinal data of N = 1.171 11th and 13th graders from one federal state, Schleswig-Holstein. We report to what extent foreign languages are taught in the five profiles. By relating to a recent national assessment we trace the development of students' achievement in two skill domains, reading and listening comprehension, over the grades 9, 11, and 13. Multilevel analyses finally provide a weak confirmation of transfer-related study profiles' effects that are robust against effects of achievement-related student body composition.
