Learning Language and Intercultural Understanding in Science Classes in Germany

This study discusses a collaborative research and development project consisting of science teachers, German as a Second Language (GSL) teachers, and science educators. The project follows the model of Participatory Action Research in science education. It focuses on the development of teaching modules for early lower secondary school science lessons in grades 5–8 (age ranges roughly from 10 to 11 and 13 to 14, respectively) on different topics. The lesson modules implement the integration of content and language with the help of the Content and Language Integrated Learning (CLIL) approach. All lessons are structured using cooperative and autonomous learning methods. Over the last 2 years, the group has included intercultural understanding in its teaching materials. The accompanying research attempts to answer the following question: to what extent is it possible for students to learn science content, scientific terminology, and the German language simultaneously in an intercultural context, while working in cooperative learning settings and developing their intercultural understanding? Data were collected from classroom observations, student feedback questionnaires, cognitive tests, and teacher feedback. The initial results show that it is possible to successfully combine science content, language, and intercultural factors in the same lesson module. Students were highly motivated and the lesson modules showed great potential for improving students’ learning about the science subject matter. The lessons simultaneously contributed to improvements in the students’ German language skills and intercultural understanding. The findings reflect both the potential benefits and consequences of the language and intercultural understanding aspects selected for this lesson module. Conclusions from the results and further ideas are also addressed.