Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning |
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| Institution: | 1. Department of Educational Psychology, University of Minnesota, United States;2. Department of Educational Theory & Practice, State University of New York, United States;3. Department of Psychology, North Carolina State University, United States;4. Laboratoire d''Informatique de Paris 6, Université Pierre et Marie Curie, France;1. School of Education and Lifelong Learning, University of East Anglia, UK;2. School of Foreign Language Education, Jilin University, China;1. German Insitute for International Educational Research, Germany;2. Christian-Albrechts-Universität, Kiel, Germany;1. Department of Foreign Languages, Kharazmi University, Tehran, Iran;2. Department of Linguistics Languages & Cultures, Michigan State University, Michigan, USA;3. Department of Teacher Education, Michigan State University, Michigan, USA |
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| Abstract: | The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance. |
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| Keywords: | Intercultural education Classroom instruction Problem-based learning Affective-experiential learning Critical incidents |
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