Die Tübinger Theater-Arbeitsgemeinschaften: Ergebnisse aus zwei Jahren DaZ-Grammatikförderung für Grundschulkinder
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Date
2023-12-31
Authors
Vogel, Sophie Charlotte
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Department of German, University College Cork
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Abstract
Theaterferiencamps zur Zweitsprachenförderung für sprachförderbedürftige Grundschulkinder gab es ab der Jahrtausendwende in Deutschland mehrere. Einige davon wurden evaluiert: zum Beispiel die Camps in Duisburg-Essen, Bremen, Hamburg und Tübingen (Boorsma/Moraitis, 2007; Stanat et al., 2005; Kinze, 2012; Batzel, Bohl, Bryant, 2013). Gezeigt werden konnte in den Evaluationen, dass diese Camps in den fokussierten Fördergebieten sprachförderlich wirken. Ebenfalls einheitlich wird eine Nachhaltigkeitsproblematik festgestellt (Oelschläger, 2008, S. 114 f.; Rösch, 2007, S. 288; Bryant, 2012, S. 28). Das heißt, die gefundenen Effekte verblassen über die nachfolgenden Monate hinweg (Oelschläger, 2008, S. 114 f.; Rösch, 2007, S. 288; Bryant, 2012, S. 28). In Tübingen und andernorts etablierte man als Nachhaltigkeitsmaßnahme deshalb im Anschluss Theater-Arbeitsgemeinschaften (AGs), um die in der Feriensprachförderung gewonnen, positiven Effekte beizubehalten und auszubauen (Bryant & Rummel, 2015). Nun liegen zu diesem Tübinger Nachhaltigkeitsprojekt Ergebnisse vor. Zwei Jahre lang konnten 82 Kinder am Projekt unter Einsatz derselben sogenannten dramagrammatischen Methode wie im von ihnen besuchten Theatercamp teilnehmen, in drei sprachhomogenen Interventions- und drei Kontrollgruppen (Sprachanfänger:innen, Sprachfortgeschrittene, mündlich Versierte). Die Beschreibungen des Vorgehens in insgesamt 192 AG-Doppelstunden ergeben zusammen mit Fragebogendaten sowie 490 standardisierten Sprachstandsdiagnostiken in der Grammatik, Textproduktion und Lesefähigkeit ein umfassendes, auch deskriptiv und inferenzstatistisch ausgewertetes Datenmaterial, das in der das Projekt evaluierenden Dissertationsschrift aufbereitet wurde. In diesem Artikel sollen die Ergebnisse der Anfänger:innen skizziert werden, die in allen getesteten Bereichen von der sogenannten dramagrammatischen Sprachförderung profitierten. Die dramagrammatische Methode eignet sich demnach zur Sprachförderung besonders für Sprachanfänger:innen, wobei sich auch die höheren Sprachniveaus – durch die Diagnostiken bestätigt – in vielen Bereichen verbessern konnten (Vogel, in Vorb.).
Since the turn of the millennium, there have been several theatre camps during school holidays to support primary school children in need of German language support in Germany. Some of these have been evaluated: for example, the camps in Duisburg-Essen, Bremen, Hamburg and Tübingen (Boorsma/Moraitis, 2007; Stanat et al., 2005; Kinze, 2012; Batzel, Bohl, Bryant, 2013). The evaluations have shown that these camps have a language-promoting effect in the focused areas. A sustainability problem is also uniformly identified (Oelschläger, 2008, pp. 114-15; Rösch, 2007, p. 288; Bryant, 2012, p. 28). This means that the effects found fade over the following months (Oelschläger, 2008, p. 114 f.; Rösch, 2007, p. 288; Bryant, 2012, p. 28). In Tübingen and elsewhere, theatre working groups (WGs) were therefore subsequently established as a sustainability measure in order to maintain and expand the positive effects gained in the vacation language promotion (Bryant & Rummel, 2015). The results of this Tübingen sustainability project are now available. For two years, 82 children were able to participate in the project using the same so-called dramagrammatic method as in the theatre camp they attended, in three language-homogeneous intervention groups and three control groups (language beginners, advanced language learners, orally proficient). Together with questionnaire data and 490 standardised language diagnostics in grammar, text production and reading skills, the descriptions of the procedure in a total of 192 double lessons in the working group provide comprehensive data that was also evaluated descriptively and inferentially, which was processed in the doctoral thesis evaluating the project. This article will outline the results of the beginners, who benefited from the so-called drama grammar approach in all areas tested.The drama grammar is therefore particularly suitable for language support for language beginners, whereby the higher language levels - confirmed by the diagnostics - were also able to improve in many areas (Vogel, in prep.).
Since the turn of the millennium, there have been several theatre camps during school holidays to support primary school children in need of German language support in Germany. Some of these have been evaluated: for example, the camps in Duisburg-Essen, Bremen, Hamburg and Tübingen (Boorsma/Moraitis, 2007; Stanat et al., 2005; Kinze, 2012; Batzel, Bohl, Bryant, 2013). The evaluations have shown that these camps have a language-promoting effect in the focused areas. A sustainability problem is also uniformly identified (Oelschläger, 2008, pp. 114-15; Rösch, 2007, p. 288; Bryant, 2012, p. 28). This means that the effects found fade over the following months (Oelschläger, 2008, p. 114 f.; Rösch, 2007, p. 288; Bryant, 2012, p. 28). In Tübingen and elsewhere, theatre working groups (WGs) were therefore subsequently established as a sustainability measure in order to maintain and expand the positive effects gained in the vacation language promotion (Bryant & Rummel, 2015). The results of this Tübingen sustainability project are now available. For two years, 82 children were able to participate in the project using the same so-called dramagrammatic method as in the theatre camp they attended, in three language-homogeneous intervention groups and three control groups (language beginners, advanced language learners, orally proficient). Together with questionnaire data and 490 standardised language diagnostics in grammar, text production and reading skills, the descriptions of the procedure in a total of 192 double lessons in the working group provide comprehensive data that was also evaluated descriptively and inferentially, which was processed in the doctoral thesis evaluating the project. This article will outline the results of the beginners, who benefited from the so-called drama grammar approach in all areas tested.The drama grammar is therefore particularly suitable for language support for language beginners, whereby the higher language levels - confirmed by the diagnostics - were also able to improve in many areas (Vogel, in prep.).
Description
Keywords
Longitudinalstudie , Grundschule , DaZ-Förderung , Dramagrammatik , additive Nachmittagsförderung , Theorie-Praxis-Verknüpfung , Prä-Post-Design , Interventions- und Kontrollgruppen , Longitudinal study , Primary school , German-as-a-second-language support , Drama grammar , Additive afternoon support , Theory and practice , Pre- and post-design , Intervention and control group
Citation
Vogel, S. C. (2023) 'Die Tübinger Theater-Arbeitsgemeinschaften: Ergebnisse aus zwei Jahren DaZ-Grammatikförderung für Grundschulkinder', Scenario: A Journal for Performative Teaching, Learning, Research, 17(2), pp. 44-73. doi: https://doi.org/10.33178/scenario.17.2.3