Pupils’ Strategies for Using Multilingualism in Geography Lessons: Successful Learning with Multimedia and Multilingual Media Offerings in Geography Lessons

Abstract

The study on which the article is based investigates which learning strategies multilingual pupils use when using a multimedia and multilingual media offer in geography lessons and how these influence their subject-related learning success. By way of introduction, the potential of multilingualism for geography lessons is presented theoretically and with reference to neurobiology. A multimedia and multilingual learning platform was developed for the study and trialled in geography lessons. The pupils’ usage strategies were recorded using screen recordings and sound-thinking protocols and mapped in a differentiated way in a model. The most common usage strategies that can be observed include “reversion”, i.e., processing the same information medium first in one language and then again in another, the use of reading strategies, multilingual notetaking, the use of image and map information, bundling information and structured summarising. These utilisation strategies show a positive influence on learning outcomes.

Keywords

• potentials of multilingualism
• inclusive geography teaching
• multilingual learning strategies
• interventional study