kumulative dissertation uni frankfurt

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Institut für England- & Amerikastudien (IEAS)

• American Studies
• English Studies
• Sprachpraxis
• Fachbereich 10 - Neuere Philologien
• Nijhawan_Diss

Multilingual CLIL in the Social Sciences. 

A design-based action research approach to teaching 21st century challenges with a focus on translanguaging and emotions in learning.

Abstract This paper-based dissertation contributes to research in content and language integrated learning (CLIL). Amidst the absence of any educational standards as well as other research deficits, the binding text sketches a conceptual framework with a competence model for multilingual CLIL classes in the Social Sciences. It develops a line of argument for the promotion of global discourse competence for democratic participation within a transnational civil society. The subsequent chapters, comprising one conceptual, one methodological and two empirical papers, look at different aspects of the conceptual framework. The first paper defends the developed competence model and further specifies its idea of thought in defending the construction of multilingual ‘cosmopolitan classroom glocalities’ for the genesis of 21st century skills. The example of #climonomics, a multilingual EU parliamentary debate about climate change, illustrates its practical realization within school education and exemplifies the contribution to education for sustainable development and the value of democratic and participatory learning arrangements. The second paper introduces design-based action research (DBAR), the method used in papers three and four. DBAR is a hybrid of action and design-based research and is thereby ideally suited for bridging the gap of theory and practice in educational research. The paper argues for closer cooperation between academics and practitioners, along with pragmatic stakeholder participation by involving students and teachers into research, in a quest for inductively making practical knowledge scientific. The third, more language-biased paper draws on the notion of translanguaging and presents the concept of ‘trans-foreign-languaging’ as a multilingual approach to CLIL with first language (L1) use. During six weeks DBAR, a comprehensive CLIL teaching model with judicious and principled L1 use was designed together with the study group. The model offers affordance-based and differentiated methods for different learner types. Its genesis is reconstructed by a thick description of the natural classroom dynamics. The fourth and last rather subject-based paper asks about the influence of such bilingual language use on emotions, and in particular on the formation of political judgments. It suggests different ways to measure emotions during various natural classroom settings. The paper concludes that CLIL with L1 use has the potential to engender a perfect equilibrium of emotional and rational learning, integrating emotions into learning and valuing its positive contribution towards appropriate and multilayered political judgments. The concluding text connects all of the previous papers and discusses the results. Criteria for the generalization of the results are assessed, and limits demarcated. It highlights the contribution to CLIL research and looks into the future, suggesting further direct class- room interventions, also with the goal to prepare the research field for larger undertakings. Zusammenfassung Die vorliegende kumulative Dissertationsschrift widmet sich dem Themenbereich des Content and Language Integrated Learning (CLIL). Aufgrund nichtverfügbarer Bildungs-standards und weiterer Forschungsdefizite skizziert der Manteltext einen Orientierungsrahmen mitsamt eines Kompetenzmodells für CLIL in den Sozialwissenschaften. In erster Linie wird die Förderung globaler Diskurskompetenz mit dem Ziel einer demokratischen Teilhabe innerhalb einer transnationalen Zivilgesellschaft geltend gemacht. Der kumulative Teil der Dissertation, bestehend aus einem konzeptionellen, einem methodischen und zwei empirischen Artikeln, behandelt verschiedene Aspekte des Orientierungsrahmens. Der erste Artikel gestaltet das Kompetenzmodell weiter aus. Die Erschaffung mehrsprachiger ‚kosmopolitischer classroom glocalities‘, so wird argumentiert, fördert die Genese von 21st century skills. Anhand des Beispiels von #climonomics, einer mehrsprachigen EU-Parlamentsdebatte zum Klimawandel, wird die praktische Umsetzung des Konzepts exemplifiziert und der Beitrag für eine Bildung für nachhaltige Entwicklung im Sinne demokratischer und partizipativer Unterrichtskonzepte aufgezeigt. Nachfolgender Artikel führt in design-based action research (DBAR) als angewandte Forschungsmethode des dritten und vierten Artikels ein. DBAR, ein Hybrid aus aktions- und designbasierter Forschung, eignet sich besonders, um eine Brücke zwischen didaktischer Forschung und schulischer Praxis zu erschaffen. Eine stärkere Kooperation durch eine pragmatische Inklusion aller Akteur*innen, d.h. Lernende und Lehrende, im Rahmen von Forschungsvorhaben wird vorgeschlagen, um praktisches Wissen induktiv zu verwissenschaftlichen. Der dritte, eher sprachdidaktische Beitrag stellt auf Grundlage des Konzepts des Translanguagings einen Ansatz des trans-foreign-languagings zum mehrsprachigen Lernen innerhalb CLIL vor. Als Ergebnis einer sechswöchigen DBAR entstand ein umfassendes CLIL Unterrichtsmodel mit systematischem und planvollem Einsatz der Erstsprache (L1), welches gemeinsam mit der Forschungsgruppe konzipiert wurde. Es beinhaltet affordanzbasierte und differenzierte Methoden für verschiedene Lerntypen. Dessen Entstehung wird durch eine dichte Beschreibung der natürlichen Unterrichtsprozesse rekonstruiert. Der vierte und letzte Artikel mit sachfachdidaktischem Schwerpunkt untersucht den Einfluss von bilingualem Unterricht auf Emotionen, und insbesondere auf die Fällung politischer Urteile. Verschiedene Verfahren, welche Emotionen während des regulären Unterrichtsgeschehens messen, werden präsentiert. Die Evidenz lässt vermuten, dass CLIL mit L1 möglicherweise ein perfektes Gleichgewicht von emotionalen und rationalen Lernprozessen fördern kann. Damit wird die herausragende Rolle von Emotionen während des Lehrens und Lernens und hinsichtlich der Genese eines angemessenen und mehrschichtigen politischen Urteils gewürdigt. Die Schlussdiskussion im abschließenden Manteltext verbindet alle Ergebnisse der vorherigen Kapitel. Fragen der Generalisierung bzw. der Reichweite der Ergebnisse werden diskutiert. Der Beitrag zu CLIL-basierter Forschung wird herausgehoben sowie ein Blick in die Zukunft vorgenommen. Insbesondere wird ein Plädoyer für weitere direkte Interventionen in natürliche Lernumgebungen formuliert, auch mit dem Ziel, das Feld für breitangelegtere Forschungsvorhaben vorzubereiten.

The monograph can be ordered with any bookshop and is also available open access .

Nijhawan, Subin (2022). Multilingual Content and Language Integrated Learning (CLIL) in the Social Sciences. A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning. Stuttgart: Ibidem Press.

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Publishing Cumulative Dissertations Open Access

On 28 April 2022 from 2pm to 3pm, the Open Access Talk Finale für Titelträger*innen: Kumulative Dissertationen Open Access veröffentlichen will take place online.

Many publishers allow their authors secondary publishing of scientific articles and subsequent use of content. However, the conditions may differ greatly. Marléne Friedrich from TU Berlin University Press will give you an overview of what needs to be considered when publishing cumulative dissertations open access and will address these questions, among others:

• Which manuscript version(s) may I use in my cumulative dissertation?
• How do I incorporate my published or submitted and as yet unpublished articles into the dissertation?
• Where can I find information on individual publishing policies?

Academics, students and all interested parties are invited to attend. After the half-hour lecture, participants can ask questions.

Link to participate: https://meet.gwdg.de/b/jes-dwc-6zq (BigBlueButton). Registration is not required. The event is in German.

The Open Access Talks are offered by the BMBF-funded project open-access.network . Once a month, the talks focus on different topics related to Open Access.

Information on publishing a dissertation at TU Darmstadt can be found on our website . For questions or online advice, please contact the Digital Publishing Team .

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Thesis by publication (cumulative dissertation)

Copyright notices prior to publication.

If your dissertation contains complete published or submitted papers, there are several copyright issues to consider.

1. Checking the legal conditions

Please check the publisher  conditions  regarding the reuse of articles in your dissertation. The provisions of your publishing contract are authoritative. If no specific provisions are expressed in the contract, the following policies apply: Publishing Policies Dissertations . Your publisher is not listed? Please ask the editor/publisher.

Did you receive no answer or you are unsure about the publisher's specifications? Please contact the  Open Access Team . 

2. Phrase embedding

In case of publication reuse a common demand of publishers is that a fixed phrase is included in the publication. Please always place them at the beginning of the corresponding chapter. 

3. Agreement of the co-authors

Please ask your possible co-authors for their  consent  to the self-archiving (e.g. in writing by email). The dissertation office does not require proof.

4. Overview of included publications

Please attache a  summary overview  to your dissertation, listing all publications that have been fully included in your work. The following information should be included:

• Complete bibliographic data
• Version information (preprint, accepted manuscript, publisher's version) (see:  glo ssary of publishing policies dissertations )
• DOI (if available) actively linked, starting with https://doi.org/...

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For cumulative dissertations, you can choose one of the following ways of publication:

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