Exploring Student Perspectives and Practices with Language-Aware Materials in Geography Education: An Exploratory Case Study in a German High School Classroom

Abstract

Developing language-aware teaching materials is increasingly recognized as essential for enhancing both language proficiency and content acquisition in diverse classroom settings. However, understanding which materials students find most beneficial for effectively preparing for A Level exams remains a crucial inquiry. This study addresses this gap through a mixed-methods approach that integrates the creation of language-aware teaching materials, pre- and post-test surveys, and ethnographic observations conducted in two German high school geography classrooms. Students were provided with a range of language-aware materials and empowered to select those they deemed useful for composing localizations within the geography curriculum. The findings reveal that students predominantly utilized checklists, while showing the least engagement with definitions. Moreover, students identified checklists, formulation support, and model texts as particularly helpful for writing localizations in geography, contrasting with perceptions of definitions as less beneficial. Additionally, the study identifies four distinct student typologies characterized by varied approaches and motivations in utilizing language-aware materials. In summary, this research provides insights into developing more inclusive materials tailored to heterogeneous classrooms, offering effective strategies to enhance both language development and content learning in geography education.