Abstract:

Current large scale competence studies substantiate the students’ inferior position whose native language is not the language spoken in class (e.g. Schwippert, Wendt & Tarelli, 2012). But there is still a lack of language training programs their effectiveness is proven (Hofmann et al., 2008). Narration and academic language proficiency are quite similar in relevant aspects. Narration requires both basic language skills for producing and understanding sentences in target language (Schröder, 2005) and additional skills to build up and structure the relevant contents logically and coherently as well as to make use of linguistic markers. These additional skills are also known as semantic, structural, and formal dimensions in the context of narration (Quasthoff et al., 2011). The significance of narrative skills is also proofed by empirical evidence. Thus narrative skills have a relevant positive influence on later written language performance (Chang, 2006; O’Neill, Pearce & Pick, 2004).
The training of narrative skills in the second language seems to be a relevant approach to foster the later academic language proficiency of children with migration background. Therefore the main research question of the study is what the effects of a theory-based language training program are on the participants’ narrative skills in second language.

This study investigates a two years lasting language training program (Kaltenbacher & Klages, 2007) for school-starters whose first language is not German implemented at five primary schools in Berlin, Germany. The program fosters besides vocabulary and grammar especially narration. Its didactic is based on recent scientific knowledge in second language acquisition.
A standardized language proficiency test was conducted in a pre-post-design with control groups to quantify the participants’ level of narrative skills. To operationalize the basic language skills as well as the semantic, structural, and formal dimensions of narrative skills a category scheme was developed based on theories and findings concerning acquisition of narratives as well as second language. The sample comprises 15 training groups with about six children and corresponding control groups divided into two cohorts.

Initial results of the first cohort show that four of eight groups had a clearly observable development concerning their vocabulary and grammar skills (basic language skills). Further differentiated analyses, which include effects over time and comparisons between treatment and control group, will be conducted. It is assumed that the development in the basic language skills correlates positively with the semantic, structural, and formal dimensions of narrative skills.
This study makes an important contribution to the discussion about effects of second language training programs and focusses on a relevant proficiency – narrative skills.

References:
Quasthoff, U., Fried, L., Katz-Bernstein, N., Lengning, A., Schröder, A. & Stude, J. (2011). (Vor)Schulkinder erzählen im Gespräch. Kompetenzunterschiede systematisch erkennen und fördern [(Pre)schoolers narrate during converstaion. Systematic recognition and promotion of differences in competences]. Baltmannsweiler: Schneider-Verlag Hohengehren.

Keywords:

Narrative skills, second language acquisition, language training program, primary school.