I-TEPS - Inclusive Teaching of Englisch in Primary School

The I-TEPS study evaluates the inclusive EFL (English as a foreign language) education at a special educational needs (SEN) school, the Kardinal-von-Galen Haus (KVG) in the German federal state of Lower Saxony. KVG is a SEN school with a special focus on physical and motor disabilities and implements inclusion ‘the other way round’ by admitting non-SEN children to its primary branch. Prior results from the evaluation of this school project showed highly findings for learners’ academic achievements (maths and German) as well as their wellbeing (Gebhard, Olliges & Schumacher 2013; Gebhard & Schröter 2014, 2017). The I-TEPS study contributes on the one hand to evaluating primary EFL education at the project school. On the other hand, it contributes to closing a dramatic empirical research gap regarding inclusive (primary) EFL education.

For the cross-sectional study (control group design) the receptive EFL skills of non-SEN learners attending KVG were tested at the end of year 4, shortly before leaving the school to continue their (regular) schooling at secondary level. These proficiency scores were compared to those of primary school children who had attended regular non-SEN primary schools in the same federal state.


Duration: Jan. 2016 – Dec. 2017
Principal investigators: Prof. Dr. Eva Wilden & Prof. Dr. Raphaela Porsch
Project management: Janina Ehmke
Project team: Benjamin Möbus, Rebecca Schlieckmann
Project partner: Kardinal-von-Galen Haus Dinklage, Guido Venth

Publications

Wilden, E. & Porsch, R. (2019). The illusion of inclusion? Evaluating inclusive primary English as a foreign language education in an innovative special educational needs school. Zeitschrift für Fremdsprachenforschung, 2019 (1), 3-20.

Ehmke, J. (2019). Sprechfertigkeiten im frühen Englischunterricht einer Projektschule in Niedersachsen . Lernersprachliche Produktionen in einer inklusiven und einer Förderschulklasse. In A. Kreft & M. Hasenzahl (Eds.), Aktuelle Tendenzen in der Fremdsprachendidaktik: Zwischen Professionalisierung, Lernerorientierung und Kompetenzerwerb (pp. 97–113). Berlin: Lang.

Baumert, B., Vierbuchen, M.-C., & Team BRIDGES. (2018). Eine Schule für alle - Wie geht das? Qualitätsmerkmale und Gelingensbedingungen für eine inklusive Schule und inklusiven Unterricht. Zeitschrift Für Heilpädagogik, 18(11), 526–541.


Presentations

Wilden, E. & Porsch, R. (2019). Predictors of EFL teachers‘ attitudes towards inclusive teaching: Qualifications, experience and self-efficacy beliefs. DGFF Conference 2019, University of Würzburg/Germany, Sept. 25-28, 2019.

Wilden, E. (2018). Asterix und der inklusive Englischunterricht. Invited talk at the annual ProProfessur meeting. Goethe University Frankfurt (Main)/Germany, Nov. 23, 2018.

Wilden, E., Porsch, R. & Ehmke, J. (2018). Illusion Inklusion? Empirische Evaluation eines Schulversuchs mit inklusivem Englischunterricht an einer Förderschule. Conferene ‚Inklusiver Englischunterricht: Gemeinsam Lernen und Lehren‘, Leuphana University of Lüneburg/Germany, Sept. 20-21, 2018.

Wilden, E., Porsch, R. & Ehmke, J. (2018). Inclusive foreign language education in a primary school: Benefits for learners without special educational needs? International Conference on Inclusion, Bergische University Wuppertal/Germany, July 13-14, 2018.

Wilden, E. & Porsch, R. (2018). Subject-specific qualification, experience and self-efficacy beliefs as predictors of EFL teachers’ attitudes towards inclusive teaching. International Conference on Inclusion, Bergische University Wuppertal/Germany, July 13-14, 2018.

Wilden, E. & Porsch, R. (2018). Inclusive Primary TEFL in an Innovative School. An Evaluation Study. IATEFL Annual Conference 2018, Brighton/GB, Apr. 10-13, 2018.

Ehmke, J. & Wilden, E. (2017). Inclusive EFL education in primary school. Evaluation of a project school. DGFF Conference 2017, University of Jena/Germany, Sept. 27-30, 2017.

Wilden, E., Porsch, R. & Ehmke, J. (2017). Inclusive EFL education in an SEN school. Preliminary results of the I-TEPS study. Kardinal-von-Galen Haus, Dinklage/Germany, June 12, 2017.

Wilden, E., Porsch, R. & Ehmke, J. (2017). Inclusive EFL education at an SEN school. Preliminary findings from the I-TEPS study. 2nd Conference of the Vechta Workshop Inclusion, University of Vechta/Germany, Feb. 3, 2017.