Sprachliches Selbstkonzept dual-immersiv unterrichteter Schülerinnen und Schüler

Two-way immersion programs educate L1 speakers of a majority language with native speakers of a minority language while providing instruction in both languages. Learners’ verbal selfconcepts in such programs has rarely been investigated. In the present study, we compared self-concepts in German (as the majority language) and English (as a third language) of N = 617 pupils of the ninth grade plus all other 15-year-olds (in analogy to PISA) at a dual-immersive school (the State European School Berlin, SESB) with a representative comparison group of N = 2,672 pupils from mainstream schools. Multivariate regression analyses showed that both verbal self-concepts were higher at SESB, particularly for adolescents who grew up speaking only German monolinguals). Verbal self-concepts were strongly associated with language skills in the two subjects. We will discuss the results with regard to reference group effects.