PhD Project and Supervisor :
Interaction between language of instruction and language proficiency in science education
Despite the intriguing finding that insufficient language proficiency is particularly detrimental to learning processes in science, Content and language integrated learning research (CLIL) has rarely addressed the question of potential learning deficits generated when scientific content has to be acquired through an insufficiently mastered language of instruction.
The PhD project will address this question directly in the educational context of Luxembourg imposing a change of the language of instruction onto a large proportion of pupils in the middle of their secondary school career and ask the question of the costs and benefits of such a curricular strategy.
The project will clarify whether there exist threshold effects in the relation between language proficiency and science learning or whether the relationship is linear.
In order to address this question, the project should combine an experimental approach with the implementation of science learning classes in different languages of instruction with the rich data on student learning that is available through the Luxembourgish school monitoring (Épreuves Standardisées).
Research areas : Psychology, Assessment & Psychometrics, Educational Studies
Required languages : English, German, French
Supervisor : Professor Romain Martin
Contact : We offer