University of Cologne

FBZ-UK - AAC Research and Consultation Center

Dr. Lena Lingk
Akademische Rätin
0221 4705502
Dagmar Frölich (geb. Fretter)
Wissenschaftliche Mitarbeiterin
0221 470 5502

KvDaZ-Project

Redesign of an inclusive language development concept based on core vocabulary for for initial GFL acquisition.

Abstract

As part of the interdisciplinary research project, findings from the AAC were transferred to the systematic teaching of initial GFL acquisition for the first time. A didactic concept was developed, tested and evaluated in the project. By following the concept, children should be able to communicate successfully more quickly, which will also significantly increase their chances of inclusion and education.

[Translate to English:] gezeichnete Zielscheibe mit Pfeil in der Mitte

Target group

Primary and nursery school and kindergarten children aged 4 to 11

Sponsors

[Translate to English:] Logo beider Stiftungen

Project duration

01.10.2016 – 31.03.2020

(extended until 31.12.2020)

Project Management

Prof. Dr. Jens Boenisch

Dr. Lena Lingk

(Kopie 2)

Project Target

  1. The design and testing of an inclusive language support concept for the initial acquisition of GFL under heterogeneous conditions
  2. The evidence of effectiveness of this concept on the language acquisition of children with GFL

For the second research interest, the following question arose: What effects does the use of the KvDaZ concept have on the early development of vocabulary and grammar in children with little knowledge of German between the ages of six and ten?

 

KvDaZ concept

Further information about the KvDaZ concept can be found on this page.

 

What matters?

Methodical Procedure

The quasi-experimental control group design for the efficacy study had to be carried out as a quasi-experimental field study with two study groups due to the following influencing factors:

  •     Sample size
  •     Sample composition
  •     The implementation of language support could not be controlled in the control group (e.g. through uniform specifications in textbooks or curricula).
  •     Different schooling models make comparability in the sense of an experiment difficult

The language level of the children from the project schools and the control group was assessed using two audio recordings (T1 and T2) 4 months apart. By analyzing and comparing the data, it was possible to draw initial conclusions about the effectiveness of the KvDaZ concept.

 

Project progress

Pre-study I

Practical needs are assessed and a first draft of the KvDaZ-concept has been developed and prepared for testing by individual facilities.

Pre-study II with process evaluation

The KvDaZ-concept was developed and tested, whereupon it was adapted again to the needs of the practical work. In addition, necessary evaluation instruments were developed and translated into 10 different languages. 

Main study

During the main study, adjustments were made to the further training concept as well as the KvDaZ-concept. The Study was implemented in 6 schools and 3 day-care facilities, in order to create voice recordings to prove the effectiveness of the concept could be taken (see study design).

Comparative analysis

In the comparative analysis, the vocabulary- and grammar analysis of the voice recordings were evaluated based on a sub-sample, so that initial tendencies towards effectiveness can be identified.

Multiplier phase

Based on the data evaluated in the comparative analysis, it the project was possible to start the multiplier phase. At this point in time, 67 institutions throughout North-Rhine-Westphalia were working with the KvDaZ-concept. In total, more than 150 teachers had already received training throughout NRW.

Results

This study indicates an initial tendency for a positive influence of the KvDaZ concept on the children's vocabulary. The results show in part that the children supported with the concept tend to have a greater increase in vocabulary within four months. They speak more different words. Based on this, it could be concluded that the children are able to use their language more flexibly in everyday life after four months and therefore have a broader basis for the development of educational language skills. This results in improved educational and participation opportunities in the overall course of school education.

 

[Translate to English:] KvDaZ-GR

Publicationen

Fretter, D. & Lingk, L. (2022). Auf dem Weg zur Bildungssprache. Förderliche Rahmenbedingungen für die anfängliche Sprachförderung bei Deutsch als Zweitsprache am Beispiel des KvDaZ-Konzepts. Zeitschrift für Heilpädagogik (5), 229-239. Online hier zu finden.

Dietz, N. (2020). "Please Mind the Gap!". KvDaZ hilft Übergänge fließend zu gestalten. Unterstützte Kommunikation, 1, 30 - 32.

Fretter, D., Lingk, L. & Heitmann, L. (2020). Unterstützte Kommunikation und Deutsch als Zweitsprache am Beispiel des KvDaZ-Konzepts. Unterstützte Kommunikation, 1, 23-29.

Heitmann, L., Fretter D. & Lingk, L. (2019). Deutsch lernen mit Kernvokabular. zmi-magazin, Dez/2019, 22-23.

Lingk, L., Fretter, D. & Heitmann, L. (2019). Kernvokabular im anfänglichen Erwerb von Deutsch als Zweitsprache. Lernen konkret. Migrationsspezifische Aspekte für den FgE. (3), 18-21.