Projects

AILA Research Network in Early Language Learning

Supported through the Association of Applied Linguistics (AILA)

Jan. 2015 - Dec. 2020



Inclusive Teaching of English in Primary Schools (I-TEPS study)

Funded by the University of Vechta

Jan. 2016 - Dec. 2017



The I-TEPS study evaluates the inclusive EFL (English as a foreign language) education at a special educational needs (SEN) school, the Kardinal-von-Galen Haus (KVG) in the German federal state of Lower Saxony. KVG is a SEN school with a special focus on physical and motor disabilities and implements inclusion ‘the other way round’ by admitting non-SEN children to its primary branch. Prior results from the evaluation of this school project showed highly findings for learners’ academic achievements (maths and German) as well as their wellbeing (Gebhard, Olliges & Schumacher 2013; Gebhard & Schröter 2014, 2017). The I-TEPS study contributes on the one hand to evaluating primary EFL education at the project school. On the other hand, it contributes to closing a dramatic empirical research gap regarding inclusive (primary) EFL education.


For the cross-sectional study (control group design) the receptive EFL skills of non-SEN learners attending KVG were tested at the end of year 4, shortly before leaving the school to continue their (regular) schooling at secondary level. These proficiency scores were compared to those of primary school children who had attended regular non-SEN primary schools in the same federal state.


Duration: Jan. 2016 – Dec. 2017
Principal investigators: Prof. Dr. Eva Wilden & PD Dr. Raphaela Porsch
Project management: Janina Ehmke
Project team: Benjamin Möbus, Rebecca Schlieckmann
Project partner: Kardinal-von-Galen Haus Dinklage, Guido Venth

Publications: TBA

Presentations

Wilden, E., Porsch, R. & Ehmke, J. (2018). Illusion Inklusion? Empirische Evaluation eines Schulversuchs mit inklusivem Englischunterricht an einer Förderschule. Konferenz ‚Inklusiver Englischunterricht: Gemeinsam Lernen und Lehren‘, Leuphana University of Lüneburg, September 20-21, 2018.

Wilden, E., Porsch, R. & Ehmke, J. (2018). Inclusive foreign language education in a primary school: Benefits for learners without special educational needs? International Conference on Inclusion, Bergische University Wuppertal/Germany, July 13-14, 2018.

Wilden, E. & Porsch, R. (2018). Subject-specific qualification, experience and self-efficacy beliefs as predictors of EFL teachers’ attitudes towards inclusive teaching. International Conference on Inclusion, Bergische University Wuppertal/Germany, July 13-14, 2018.

Wilden, E. & Porsch, R. (2018). Inclusive Primary TEFL in an Innovative School. An Evaluation Study. Presentation at the IATEFL Annual Conference 2018, Brighton/GB, April 10-13, 2018.

Ehmke, J. & Wilden, E. (2017). Inclusive EFL education in primary school. Evaluation of a project school. Poster presentation at the 27th conference of the German Association for Foreign Language Research (DGFF) at the University of Jena/Germany, September 27-30, 2017.

Wilden, E., Porsch, R. & Ehmke, J. (2017). Inclusive EFL education in an SEN school. Preliminary results of the I-TEPS study. Presentation at the Kardinal-von-Galen Haus in Dinklage, June 12, 2017.

Wilden, E., Porsch, R. & Ehmke, J. (2017). Inclusive EFL education at an SEN school. Preliminary findings from the I-TEPS study. Presentation at the 2nd Conference of the Vechta Workshop Inclusion. University of Vechta/Germany, February 3, 2017.


Teaching English in Primary Schools (TEPS study)

Funded by the University of Vechta

Jan. 2015 - Dec. 2017



In the German context, foreign language education is a relatively new school subject at primary level. Since the school year 2004/05 learning English as a Foreign Language (EFL) has been a compulsory primary school subject in most of the 16 German federal states. In all federal states children learn a foreign language at least from year 3 onwards; in five states (i.e. North Rhine-Westphalia, Baden-Wuerttemberg, Brandenburg, Hamburg & Rhineland-Palatinate) the age of onset is earlier, in the second half of year 1 (effective: January 2017). There is insufficient evidence regarding an early or late start in primary EFL education and its effects on learners’ target language proficiency. Furthermore, there is little empirical knowledge about other factors in early EFL education, such as teaching quality or teacher characteristics. The TEPS study is addressing these research gaps by exploring the conditions and outcomes of primary EFL education in two different federal states with different ages of onset, North Rhine-Westphalia and Lower Saxony.


The TEPS study is a cross-sectional study in two federal states testing the receptive EFL proficiency of primary learners’ with different ages of onset at the end of year 4. Furthermore, both learners and primary EFL teachers were surveyed regarding further variables. For the main study in data was collected among 770 primary learners and 844 primary EFL teachers in summer 2017 (pilot study: summer 2016).


Duration: Jan. 2015 – Dec. 2017
Principal investigators: Prof. Dr. Eva Wilden & PD Dr. Raphaela Porsch
Project management: Janina Ehmke
Project team: Benjamin Möbus, Rebecca Schlieckmann

Publications: TBA

Presentations

Wilden, E., & Porsch, R. (2018). Early vs. Late Starters' Receptive Proficiency. Researching Primary EFL Education with a Special Focus on Teaching Quality and Teacher Characteristics. 1. Internationale Konferenz des Verbands Fremdsprachendidaktik Schweiz (ADLES), PH Lausanne/Switzerland, September 6-7,2018.

Porsch, R. & Wilden, E. (2018). Enthusiasm for teaching English as a foreign language in primary school: differences by teacher qualifications. ECER 2018, Bozen/Italy, September 4-7, 2018.

Porsch, R. & Wilden, E. (2018). Teaching English as a foreign language in primary school: teacher education and qualification in Germany. Presentation at the 5th Teaching Across Specializations (TAS) Collective Symposium: “Researching Teaching Out-of-field in Math, Science and beyond”. Bolzano (Italy), September 2-3, 2018.

Wilden, E. & Porsch, R. (2018). The Impact of Teaching Quality and Teacher Characteristics on Early and Late Starters’ Receptive EFL Proficiency: The TEPS Study. Early Language Learning Conference, Reykjavik/Iceland, June 13-15, 2018.

Wilden, E. & Porsch, R. (2018). More is better? A comparative study on the effects of lesson quantity and teaching quality on EFL reading skills of primary learners. Invited talk in the colloquium ‘Reading and Writing in the Primary EFL Class’ at the Early Language Learning Conference, Reykjavik/Island, June 13-15, 2018.

Möbus, B. & Wilden, E. (2017). Self-efficacy beliefs of differently qualified primary EFL teachers. A study. Poster presentation at the 27th conference of the German Association for Foreign Language Research (DGFF) at the University of Jena/Germany, September 27-30, 2017.

Schlieckmann, R. & Wilden, E. (2017). Bridging the Gap. Eine Studie zu den Lehr-Lern-Einstellungen von Englischlehrkräften der Grundschule und des Gymnasiums [Bridging the gap. A study primary and secondary EFL teachers' beliefs on learning and teaching]. Poster presentation at the 27th conference of the German Association for Foreign Language Research (DGFF) at the University of Jena/Germany, September 27-30, 2017.

Wilden, E. & Porsch, R. (2017). Findings from the TEPS study: teacher characteristics, teaching quality and primary EFL learners' receptive proficiency. Presentation at the biannual conference of the International Association of Applied Linguistics (AILA) 2017 'Innovation and epistemological challenges in Applied Linguistics' in Rio de Janeiro/Brazil, July 23-28, 2017.


Werkstatt Inklusion

BRIDGES project at the University of Vechta

Funded by the Federal Ministry of Education and Research (BMBF)

Jan. 2016 - Sept. 2017



Werkstatt Inklusion is an interdisciplinary research network at Vechta University funded by the Federal Ministry of Education and Research (BMBF) in the programme ‘Qualitätsoffensive Lehrerbildung’. Its main aim is to drive forward teacher education as well as research on inclusive education in various school subjects.


Duration: Jan. 2016 – June 2019
Coordinator Werkstatt Inklusion: Prof. Dr. Eva Wilden (Jan. 2016 – Sept. 2017)
Project management: Dr. Annika Rodenhauser
Project website

Publications: TBA

Presentations

Wilden, E., Porsch, R. & Ehmke, J. (2017). Inclusive EFL education in an SEN school. Preliminary results of the I-TEPS study. Presentation at the Kardinal-von-Galen Haus in Dinklage, June 12, 2017.

Wilden, E., Porsch, R. & Ehmke, J. (2017). Inclusive EFL education at an SEN school. Preliminary findings from the I-TEPS study. Presentation at the 2nd Conference of the Vechta Workshop Inclusion. University of Vechta/Germany, February 3, 2017.

Döhrmann, M., Völschow, Y., Wilden, E., Brunner, S. & Rodenhauser, A. (2016). BRIDGES - Brücken bauen. Zusammenarbeit initiieren und gestalten. Posterpräsentation beim 1. Programmkongress der Qualitätsoffensive Lehrerbildung. Bundesministerium für Bildung und Forschung, Berlin, October 11-12, 2016.


Sprachhandlungsprozesse in der bilingualen Wissenschaftsvermittlung im Schülerlabor. Eine Untersuchung der Perspektive der Akteure unter besonderer Berücksichtigung von Authentizität

Funded by the program 'Authenticity - Making science accessible in the science lab for pupils' at the Center of Educational Studies, Ruhr-University Bochum, Germany

Nov. 2013 - Oct. 2016



Authenticity plays a major role in both foreign language education as well as in extracurricular educational settings. It aims at furthering pupils’ learning motivation, interest in the subject content and acquisition of transferable knowledge. This study combines both research areas, investigating the authenticity of bilingual reach out labs (BROLs), which are based in the natural sciences but carried out in English as a foreign language (EFL). Reach out labs were developed as extracurricular learning settings in research sites such as universities to advance pupils’ knowledge of scientific methods and promote academic careers in the sciences. In this BROL, pupils participate in a molecular biology reach out lab examining genetically modified DNA in order to foster their understanding of scientific processes. At the same time, they share and critically discuss their individual opinions regarding genetic modification in the process of which learners’ perception of authenticity is a central factor. This study follows a qualitative approach and examines the potential of BROLs for authentic interactions in the foreign language and pupils’ perception of authenticity. It triangulates videography with focus group interviews as well as learner questionnaires to gain insights into learners’ interaction types, their perceptions of authenticity and possible tendencies for differences between students’ perceptions of the BROL. Data is analysed following the TIMS video analysis as well as the documentary method according to Bohnsack (2015).

Duration: Nov. 2013 – Oct. 2016
Principal investigators: Prof. Dr. Eva Wilden & Dr. Marie Vanderbeke
Project website

Publications

Vanderbeke, M., & Wilden, E. (in preparation/2019). Fremdsprachliche Handlungsoptionen und deren Nutzung in Bilingualen Schülerlaborprojekten: Eine Videostudie. In K. Sommer, J. Wirth, & M. Vanderbeke (Eds.), Forschen im Schülerlabor (Arbeitstitel). Münster: Waxmann.

Müller-Brauers, C., Neumann, I., Sprenger, S., & Wilden, E. (in preparation). The concept of ‚authenticity‘ in learning: An interdisciplinary approach from the perspective of geography, language and science education as well as learning sciences.

Martens, M., & Vanderbeke, M. (in preparation). Rekonstruktive Forschung zum Fremdsprachenunterricht als interdisziplinäres Projekt: fachdidaktische, erziehungs- und sozialwissenschaftliche Perspektiven. In E. Wilden & H. Rossa (Eds.), KFU - Kolloquium Fremdsprachenunterricht. Fremdsprachenforschung als interdisziplinäres Projekt. Berlin: Lang.

Vanderbeke, M., & Wilden, E. (2017). Sachfachliche Diskursfähigkeit durch fremdsprachliche affordances in bilingualen Schülerlaborprojekten. Zeitschrfit für Fremdsprachenforschung, 28(1), 3–27.

Betz, A., Flake, S., Mierwald, M. & Vanderbeke, M. (2016). „Modelling Authenticity in Teaching and Learning Contexts: A Contribution to Theory Development and Empirical Investigation of the Construct“. Looi, Chee-Kit; Polman, Joseph; Cress, Ulrike und Peter Reimann (Hrsg.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences. 815-818. [Verfügbar unter: https://www.isls.org/icls/2016/docs/ICLS2016_Volume_2.pdf].


Presentations

Vanderbeke, M. (2017). Authentisierungsprozesse in bilingualen Schülerlaborprojekten. Vortrag bei dem DGFF Kongress "Sprachen lernen integriert - global, regional, lokal" am 27.-30.09.2017 in Jena.

Vanderbeke, M. (2016). Authentisierungsprozesse in bilingualen Schülerlaborprojekten: Eine qualitative Studie mit der dokumentarischen Methode. Methoden rekonstruktiver Fremdsprachenforschung: Lautes Denken, Stimulated Recall und Dokumentarische Methode. 10.-11. Oktober, Kassel.

Vanderbeke, M. (2016). Authentic Interactions and Pupils' Perceptions of Authenticity in Bilingual Reach out Labs. angenommene Posterpräsentation. Junior Researchers of EARLI (JURE). 4.-8. Juli, Helsinki.

Betz, A., Flake, S., Mierwald, M. & Vanderbeke, M. (2016). Modelling authenticity in teaching and learning context. A contribution to theory development and empirical investigation of the construct. International Conference of the Learning Sciences (ICLS). 20.-24. Juni, Singapur.

Vanderbeke, M. (2015). Nutzung der dokumentarischen Methode zur Interpretation von Schüler/innen-Authentizitätsempfinden. CES-Forschungswerkstatt „Gesprächs- und Interaktionsanalyse der dokumentarischen Methode“ am 12.12.2015 in Berlin.

Vanderbeke, M. & Wilden, E. (2015). Der Erwerb fachwissenschaftlicher Diskursfähigkeit durch fremdsprachliche affordances in der Wissenschaftsvermittlung im bilingualen Schülerlabor. Vortrag im Symposium 'Wissenschaftsvermittlung im Schülerlabor' auf der Fachtagung 2015 der Gesellschaft für Fachdidaktik, Universität Hamburg, September 28-30, 2015.

Vanderbeke, M. (2015). Affordances für authentisches fremdsprachliches Handeln in der Wissenschaftsvermittlung bilingualer Schülerlabore. Posterpräsentation auf der GEBF Tagung „Heterogenität. Wert. Schätzen“ am 12.03.2015 in Bochum.

Vanderbeke, M. (2015). Fremdsprachliche affordances in bilingualen Schülerlaborprojekten aus Schülersicht: Eine qualitative Studie. 11. DGFF-Arbeitstagung für den wissenschaftlichen Nachwuchs in der Fremdsprachenforschung am 25.02.2015 in Münster.

Vanderbeke, M. (2014). Sprachhandlungsprozesse in der Wissenschaftsvermittlung im bilingualen Schülerlabor. Eine Untersuchung zur Perspektive der Akteure unter besonderer Berücksichtigung von Authentizität. Posterpräsentation auf der Tagung „Denkanstöße zur Wissenschaftsvermittlung – auch fürs Alfried Krupp-Schülerlabor“ am 07.02.2014 in Bochum.


Potenziale digitaler Medien in der Wissenschaft

 

Global Young Faculty III

Funded by the Mercator Research Center Ruhr, Stiftung Mercator and Universitätsallianz Metropole Ruhr

Oct. 2013 - Feb. 2015



Communicating science on YouTube: Teilnahme am Fast Forward Science Wettbewerb

Clip: Je früher desto besser??? Englischunterricht in der Grundschule

Funded by Stiftung Mercator as part of Global Young Faculty III

May  - Aug. 2014



Early vs. Late Starters (with data from the GanzIn project)

Oct. 2012 - Apr. 2014



Do primary school children achieve better listening and reading skills when they start learning English as a Foreign Language (EFL) in year 1 instead of year 3? This study is addressing this question by investigating the EFL proficiency of more than 6,500 primary school children in the German federal state of North Rhine-Westphalia. Data was collected in 2010 and 2012 as part of the interdisciplinary longitudinal research study Ganz In (www.ganzin.de) allowing for the comparison of two cohorts who differ in the age of onset and amount of exposure in early EFL education due to curricular changes: Whereas the 2010 cohort learned EFL (two 45-minute lessons per week; beginning at the age of ~8) over 2 years the 2012 cohort learned EFL for over 3.5 years (two 45-minute lessons per week; beginning at the age of ~6). In summary, the findings show that children with the earlier age of onset and increased amount of exposure in early EFL education demonstrated higher receptive achievements than children a later start in early EFL education. Independent of their mono- or multilingual backgrounds all learners benefitted from the earlier age of onset. Findings indicate that the language background of young learners cannot explain any variance in their receptive EFL proficiency. Instead, their reading skills in German (the language of schooling) in addition to their socio-economic status and gender were identified as factors.


Duration: Oct. 2012 – Apr. 2014
Principal investigators: Prof. Dr. Eva Wilden, PD Dr. Raphaela Porsch & Prof. Dr. Markus Ritter

Publications

Wilden, E., & Porsch, R. (2016). Learning EFL from year 1 or year 3? A Comparative Study on Children’s EFL Listening and Reading Comprehension at the End of Primary Education. In M. Nikolov (Ed.), Assessing Young Learners of English: Global and Local Perspectives (pp. 191–212). New York: Springer.

Wilden, E., & Porsch, R. (2015). Die Hör- und Leseverstehensleistungen im Fach Englisch von Kindern am Ende der Grundschulzeit unter besonderer Berücksichtigung von lebensweltlicher Ein- und Mehrsprachigkeit. In M. Kötter & J. Rymarczyk (Eds.), Englischunterricht auf der Primarstufe: neue Forschungen - weitere Entwicklungen (pp. 59–80). Frankfurt: Lang.

Wilden, E., Porsch, R., & Ritter, M. (2013). Je früher desto besser? - Frühbeginnender Englischunterricht ab Klasse 1 oder 3 und seine Auswirkungen auf das Hör- und Leseverstehen. Zeitschrift für Fremdsprachenforschung, 24(2), 171–201.


Presentations

Wilden, E. & Porsch, R. (2015). English as a foreign language Literacy Skills of Young learners at the end of Elementary Education. Vortrag auf der jährlichen Tagung der International Literacy Association 2015 'Transforming Lives Through Literacy' in St. Louis, Missouri/USA, July 18-20, 2015.

Wilden, E. (2015). Lesen im Englischunterricht der Grundschule. Eine komparative Studie. Vortrag auf Einladung des Gießener Forschungsverbunds ‚Educational Linguistics', Justus-Liebig-Universität Gießen, January 27, 2015.

Wilden, E. & Porsch, R. (2014). Je länger umso besser? Die rezeptiven Englischleistungen von ein- und mehrsprachigen Kindern am Ende der Grundschulzeit. Vortrag auf der 4. FFF-Konferenz 'Fortschritte im Frühen Fremdsprachenlernen' an der Universität Leipzig, October 2-4, 2014.

Wilden, E. & Porsch, R. (2014). The longer the better? EFL listening and reading competences at the end of primary school with a particular focus on multilingual learners. Vortrag auf dem 5. GMF-Bundeskongress an der PH Freiburg, September 25-27, 2014.

Wilden, E. & Porsch, R. (2014). Children's receptive EFL competences at the end of primary education. Evidence from the German Ganz In project. Vortrag auf der Tagung 'Early Language Learning: Theory and Practice in 2014', Umea/Schweden, June 12-14, 2014.

Wilden, E. & Porsch, R. (2014). The earlier the better? Empirical results on primary EFL education. Vortrag auf der IATEFL Annual Conference 2014, Harrogate/GB, April 2-5, 2014.

Wilden, E. & Porsch, R. (2014). Je früher desto besser? Empirische Befunde zum frühen Fremdsprachenlernen mit besonderem Blick auf mehrsprachige Kinder. 2. Bundeskongreass Englisch & Mehrsprachigkeit an der Goethe-Universität Frankfurt am Main, March 21-22, 2014.

Wilden, E. & Porsch, R. (2013). Mehr hilft mehr? Die Lernstandserhebung im Rahmen des Ganz In-Projekts nach 2 bzw. 4 Jahren Englischunterricht in der Grundschule. Vortrag auf dem 25. Kongress der Deutschen Gesellschaft für Fremdsprachenforschung an der Universität Augsburg, September 25-28, 2013.


Kreative Methoden im transkulturellen Literaturunterricht. Ein Blended Learning-Seminar zur Qualifikation von Lehramtsstudierenden im Fach Englisch

 

Goethe-Universität Frankfurt am Main (Project partners: Dr. Frauke Matz, Universität Duisburg-Essen; Michael Rogge, Ruhr-Universität Bochum)

Funded by the Förderfonds Lehre of the Goethe Universität Frankfurt am Main

Apr. 2012 - July 2012



Fostering Learner Autonomy through Cooperative Literacy Activities

Funded by the program "Wandel gestalten" of the German Stifterverband für die Deutsche Wissenschaft and the Heinz Nixdorf Foundation

Oct. 2011 - Feb. 2012



An Ethnographic Approach to Intercultural Learning & Teaching: The ABC’s Model, Goethe University Frankfurt/Main

Funded by the program "Wandel gestalten" of the German Stifterverband für die Deutsche Wissenschaft and the Heinz Nixdorf Foundation

Apr. 2011 - July 2011



ADEQUA: Learning Strategies in self-regulated, text based cooperative literacy events in the context of English as a foreign language , funded by the German Research Foundation (DFG); project under the direction of Prof. Dr. Claudia Finkbeiner, University of Kassel, Germany, & Prof. Dr. Peter H. Ludwig, University of Koblenz-Landau, Germany; Kassel Research Group 'Lehren - Lernen - Literacy'

Apr. 2003 - Sept. 2007



Online Course Companion (OCCO) - Online learning and teaching platform at the Universtity of Kassel, Germany

Apr. 2003 - Sept. 2007



Intercultural Teacher Training Online (Project partners: Dr. Do Coyle and Dr. Rolf Wiesemes, University of Nottingham, UK)

Sept. 2004 - Dec. 2004



Intercultural Teacher Training Online with the Le Moyne College, Syracuse, New York, USA

Apr. 2004 - Aug. 2004