Prof. Dr. Tomáš Kos
Profil
Forschungsthemen1
Gestaltung der CLIL-Ausbildung von Lehrkräften im Vorbereitungsdienst: Eine länderübergreifende Studie an Sekundarschulen in Deutschland und Tschechien
Quelle ↗Förderer: DFG sonstige Programme Zeitraum: 02/2026 - 01/2027 Projektleitung: Prof. Dr. Tomáš Kos
Mögliche Industrie-Partner10
Stand: 26.4.2026, 19:48:44 (Top-K=20, Min-Cosine=0.4)
- 27 Treffer61.7%
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- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
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- 26 Treffer61.7%
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- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
Ecole Pouchet
PT27 Treffer61.7%- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerP61.7%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
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- 26 Treffer56.0%
- European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)P56.0%
- European Network for Junior Researchers in the Field of Plurilingualism and Education (ENROPE)
- 7 Treffer53.5%
- REGIO - Eine Kartierung der Entstehung und des Erfolgs von Kooperationsbeziehungen in regionalen Forschungsverbünden und Innovationsclustern. Determinanten der Entstehung und des Erfolgs von Kooperationsbeziehungen in regionalen ForschungsverbündenP53.5%
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- 24 Treffer53.0%
- Realizing Leibniz's Dream: Child Languages as a Mirror of the Mind (LeibnizDream)P53.0%
- Realizing Leibniz's Dream: Child Languages as a Mirror of the Mind (LeibnizDream)
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion UnderstandingP52.9%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion Understanding
Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
International Journal of Applied Linguistics · 15 Zitationen · DOI
Abstract This study explored peer support among grade 5 learners of English as a foreign language (N = 24) interacting during regular lessons. Grounded in sociocultural theory and applying mixed‐method research methodology, this study explored to what extent and how young learners support one another during classroom tasks targeting lexical phrases. Moreover, it investigated to what extent such support accounts for learning opportunities. Students relied mainly on linguistic support through suggesting or using resources while social–emotional support such as offering support, giving positive feedback, or inviting partners’ participation was limited. The analysis also revealed instances of lack of support in the form of reprimanding, impatience, expressing a lack of awareness of the partner's contribution, or disrespecting peer's linguistic resources which, however, differed widely across pairs.
TESOL Quarterly · 6 Zitationen · DOI
Abstract An increasing body of research has explored patterns of interaction and peer support among young learners. Although some studies suggest that young learners can engage in collaboration when interacting on tasks, other studies indicate the opposite. Moreover, despite the claims that peer collaboration is conducive to learning, studies have not paid enough attention to the “how” to enhance peer collaboration on tasks. This article proposes that enhancing peer collaboration is a powerful pedagogical tool that promotes communication among peers and mutual support, thus positively affecting learners' performance during classroom work. At the heart of the article, it discusses some practical pedagogical ideas for teachers which focus on teaching collaborative principles and strategies during classroom work. Although it pays particular attention to the context of primary school English foreign language teaching, its content may also be relevant to primary school teachers of other foreign and second languages.
European Journal of Applied Linguistics · 6 Zitationen · DOI
Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners ( N =24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.
European Journal of Applied Linguistics · 5 Zitationen · DOI
Abstract Drawing from a sociocultural framework, this paper reports a study which investigated peer assistance among 10 mixed-age pairs (n=20) in mixed-age English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. Mixed-age is increasingly used (Kallery and Loupidou 2016; Kuhl et al. 2013; Thurn 2011), but is under-researched in language classrooms. Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within mixed-age groups/pairs in L2 contexts. This study aims to lay the foundations for future research of peer interactions among M-A second language learners. Results show that mixed-age pairs assisted one another in ways similar to those found in teacher-learner interactions, while some in ways which resemble to what Donato (1988, 1994) called collective scaffolding . However, the extent that this assistance benefited learning varied across learners. The findings also suggest that rather than age, the relationship between learners seems to be one of the major factors mediating the extent and quality of assistance.
Elia · 4 Zitationen · DOI
Este estudio investigó la naturaleza y el alcance del apoyo proporcionado por seis estudiantes de inglés como lengua extranjera (EFL) de primaria (de 10 a 12 años) durante interacciones entre pares de edades mixtas en tareas comunes de clase dirigidas a trozos léxicos. Basado en la teoría sociocultural y a partir de grabaciones de audio del trabajo en parejas, de grabaciones de vídeo de toda la clase, de pruebas previas y posteriores, y del análisis del trabajo escrito de los estudiantes, el objetivo principal de este estudio era examinar la interacción momento a momento e identificar los tipos de apoyo que los compañeros se prestan mutuamente en las interacciones entre compañeros de pares de edades mixtas. El objetivo secundario era establecer vínculos entre el apoyo de los compañeros y los resultados del aprendizaje. Los resultados revelan que los compañeros se proporcionaban apoyo cognitivo, lingüístico y socioemocional. Sin embargo, la naturaleza y el alcance de este apoyo diferían ampliamente entre las parejas y parecían ser un factor importante en la mediación de los resultados del aprendizaje. Se discuten las implicaciones para la investigación y la pedagogía. Este estudio contribuye a la investigación interaccional de la adquisición de segundas lenguas con instrucción, mostrando cómo los jóvenes estudiantes en las aulas de EFL se apoyan mutuamente durante sus interacciones, y cómo su apoyo promueve el aprendizaje de idiomas.
Language Teaching for Young Learners · 4 Zitationen · DOI
Abstract An increasing number of primary schools, mainly in western European countries, have established mixed-age (M‑A) classrooms due to the belief of the teaching community in the pedagogical and social benefits of this approach. In the area of foreign language teaching, the M‑A approach has gained popularity, particularly at the primary school level. However, despite the increase in the number of M‑A foreign language classrooms, the benefits of this approach remain unclear. This lack of clarity might be caused by the lack of research on M‑A teaching practices in foreign language classrooms. In this article, I first describe what M‑A classrooms are and address relevant research findings on M‑A teaching. At the heart of the article, I address in detail some important pedagogical challenges of M‑A teaching. Specifically, I consider in what ways and to what extent differentiated instruction is possible in these classrooms. Later, I discuss the issue of the “right” approach to M‑A teaching and provide some pedagogical suggestions.
DergiPark (Istanbul University) · 4 Zitationen
This study explored peer interactions in mixed-age English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. Mixed-age classrooms are increasingly used (Thurn, 2011), but research in language classrooms is lacking. Studies on peer-interactions within M-A groups/pairs in L2 contexts are not available. Research in mainstream mixed-age classrooms suggests benefits for both younger and elder learners (Veenman, 1995; Little, 2001, 2007; Kuhl et al. 2013). Twelve mixed-age pairs of young adolescent learners were audio-recorded when interacting on regular classroom tasks, which were a part of one unit of work, lasting a period of two and half months. After the unit of work, individual interviews were conducted in order to elicit learners’ perceptions of their interactions. Applying Storch’s (2002) framework, the study examined patterns of interaction the pairs establish. This is important as Storch (2002) has shown that only some patterns of interaction may be indicative of learning. Findings show that mixed-age pairs formed predominantly patterns of interaction, which are conducive to learning, namely expert/novice and collaborative pattern (Storch, 2002). However, there was some difficulty to apply Storch’s framework to interactions of young adolescent learners. This difficulty seemed to be attributable to a certain level of ambiguity of the definitions of mutuality and equality, and the associated traits that determine them. The study also explored learning opportunities afforded by mixed-age peer interactions, operationalized in this study as language related episodes (LREs). The findings suggest that non-collaborative attitudes and patterns of behaviour may not necessarily imply limited opportunities for learning.
International Journal of English Studies · 3 Zitationen · DOI
A growing body of research has explored collaborative writing (CW) among young learners. Nevertheless, studies have mainly focused on tasks such as the dictogloss, which is rather uncommon in regular classroom teaching and has neglected activities that are more common. In addition, research has focused on language-related episodes (LREs) without considering other important episodes including those that involve the teacher. Finally, only one study has explored to what extent the decisions made within LREs transfer into the written product. With these research gaps in mind, the present study examined CW of 12 pairs composed of 10 to 11-year-old learners of English as a foreign language (EFL) who jointly wrote a role-play. Drawing on audio recordings of pair work interactions and documentary analysis of students’ written work, the study has found that in addition to LREs, students frequently engaged in content-related and activity-related episodes with the teacher’s involvement being rather limited. Despite the teacher’s presence, a high proportion of LREs was resolved incorrectly or left unresolved. Nearly all correctly and incorrectly resolved LREs were also incorporated into the jointly written role-play. Students focused predominantly on the language targeted by the activity (lexical phrases) and attended to other language aspects minimally.
3 Zitationen · DOI
What exactly is mutuality? An analysis of mixed-age peer interactions on classroom tasks in German secondary school classrooms was published in Working Collaboratively in Second/Foreign Language Learning on page 59.
Teaching English as a Second or Foreign Language--TESL-EJ · 2 Zitationen · DOI
Peer collaboration benefits second language (L2) learning and is a cornerstone of effective classroom instruction. It is, therefore, essential for teachers to consider how tasks work to promote peer collaboration and thus maximize learning. These considerations concern the task type, a task’s inherent characteristics, and possible ways of task implementation to achieve peer collaboration. The body of research within the Task-based language teaching (TBLT) framework has shown that task-based instruction provides an optimal environment for second language acquisition. However, with regard to young learners (YLs), children from 5 to 12 years of age, the role of tasks in fostering peer collaboration in FL classrooms is not clear-cut. Grounded in research on task-based peer interaction among YLs, this article outlines how tasks enhance peer collaboration in foreign language (FL) classrooms.
Lancaster EPrints (Lancaster University) · 2 Zitationen
Drawing from a sociocultural framework, this study investigated peer interactions in mixed-age (M-A) English as a foreign language (EFL) secondary school classrooms in Germany which are simultaneously mixed-ability classrooms. M-A is increasingly used (Thurn, 2011), but is under-researched in language classrooms. Research in mainstream M-A classrooms suggests benefits for both younger and elder learners (Kuhl et al. 2013; Little, 2001; Thurn, 2011; Veenman, 1995). Although some research has been conducted in L2 mixed-proficiency settings, there has been no study conducted on peer-interactions within M-A groups/pairs in L2 contexts. Twelve mixed-age pairs of young adolescent learners were audio-recorded when interacting on regular classroom tasks, which were a part of one unit of work, lasting a period of two and half months. After the unit of work, individual interviews were conducted in order to elicit learners’ perceptions of their interactions. Results show that M-A pairs formed predominantly patterns of interaction, which are conducive to learning, namely expert/novice and collaborative pattern (Storch, 2001a). One pair was identified as dominant/dominant and one pair could not be identified according to Storch’s framework and was identified as expert/passive (Watanabe & Swain, 2007). With regards to the extent and ways of assistance provided, some pairs assisted one oanother in ways similar to teacher scaffolding, while some in ways which resemble to what Donato (1988, 1994) called collective scaffolding. Results also show eight out of ten younger learners, which were the focus of the analysis, showed some level of increased independence of target-like use. However, the extent of target-like use use varied greatly across learners. In relation to perceptions of their interactions, the majority of peers expressed a positive attitude towards their interactions, and perceived an equal contribution of both partners to their joint work. However, while younger peers perceived learning outcomes, some of their elder partners did not.
Studies in English Language Teaching · 1 Zitationen · DOI
Based on the beliefs (assertions) that students benefit socially and cognitively from interacting with peers of different ages, mixed-age (M-A) classrooms have attracted much attention from educators, education policymakers, and researchers. Nevertheless, research into the role and impact of age grouping in second (L2) and foreign language (FL) learning is rather scarce. Moreover, a growing body of research has shown that by linking oral and written modes, collaborative writing (CW) aids language learning. However, the majority of studies have investigated adult and young adult students, and very few were conducted with secondary and high school students. Based on our knowledge, no study has explored CW in M-A secondary school classrooms. With these research gaps in mind, and drawing predominantly on documentary analysis of student written work, the present study examined CW of 28 students of English as a foreign language (EFL) aged 12 to 15 old learners who jointly wrote a comic. The findings point to limitations of M-A peer interaction suggesting that there is a threshold for the younger learners in terms of benefiting from CW with their older partners. Similarly, the findings suggest that the extent to which OS benefit is rather limited.
The Impact of Learner Proficiency in Peer Interactions. What Can L2 Pedagogy Learn from Research?
2025Channel View Publications eBooks · DOI
International Journal of Applied Linguistics · DOI
ABSTRACT Peer collaboration is an essential part of learning in mixed‐age (M‐A) classrooms, and the same applies to writing and learning grammar in the secondary school curriculum. Although a growing body of research has shown language learning benefits of collaborative writing (CW), only very few have been conducted with secondary school students. Studies into the role and impact of age grouping in foreign language (FL) learning are scarce. To fill these gaps, this study explored to what extent and how collaborative writing aids individual students’ learning of reported speech as assessed by a practice test one week later. The participants were 12‐ to 15‐year‐old students ( N = 28) of English as a foreign language (EFL). The analysis of audio recordings of students’ interactions and their written use of reported speech (RS) has shown that the learning benefits gained for the younger and the older learners remain limited. The pedagogical implications of these findings are discussed.
Consisting of students of different ages and grades, M-A classrooms comprise about one-third of all classes worldwide (Saqlain, 2015). With the exception of rural areas, more and more schools worldwide have introduced M-A classes because of favourable pedagogical and social outcomes (Ronksley-Pavia, Barton, & Pendergast, 2019). Although it is difficult to provide an exact number of primary school, language learning M-A classrooms, the number is expected to be very high. Available research suggests that language teachers are unprepared for the challenges of M-A teaching (Heizmann, Ries & Wicki, 2015). Focusing on primary classrooms and drawing on a systematic literature review with available models of M-A teaching and my teaching experience, this chapter draws implications for teacher education, hoping to provide practical advice for future teachers in M-A classrooms. It concludes that M-A pedagogical practices should be a part of pre-service and in-service teacher training.
Language Teaching for Young Learners · DOI
Abstract This article reports a small classroom-based study that has explored task-based peer interactions among grade 9 secondary school students ( N = 14) of middle and low relative proficiency. Drawing primarily on audio recordings of peer interactions, oral presentations, and post-task interviews, and conducted by the teacher-researcher, it investigated how students interacted on an output task that was embedded in regular EFL lessons and designed to wrap up the unit work centered around the topic Down Under. A particular focus was on exploring to what extent and how students used the language that the task was meant to trigger, namely future tense and unit-related vocabulary. The aim was to inquire whether the task worked in the way it was designed for. The findings have shown that although students were involved with the task and with each other’s contributions, the use of the targeted structure elicited by the task remained limited. Pedagogical implications are discussed.
Pädagogik · DOI
Textbasierte Lernaufgaben können die digitale Kommunikation in der realen Welt widerspiegeln. Besonders digital gestützte kooperative Schreibaufgaben bieten im Fremdsprachenunterricht viele Chancen. Um das volle Potenzial auszuschöpfen, ist eine technologieadäquate Aufgabengestaltung erforderlich.
Pädagogik · DOI
Es gibt bisher nur wenig Wissen darüber, wie eine effektive Zusammenarbeit bei jungen Lernenden erreicht werden kann. Doch es gibt einige Grundsätze und Strategien, die Lehrkräfte anwenden können, um kollegiales Lernen bei ihren Schüler:innen in den ersten Lernjahren zu fördern.
Journal of Second Language Studies · DOI
Abstract Grounded in the sociocultural theoretical framework, this study compared peer interaction among same-grade (similar proficiency) and different grade (different proficiency) pairs in terms of patterns of interaction established and learning opportunities that such interactions afford. The same learners ( N = 24) aged between 10 and 12 interacted with the same and different grade partners during common classroom lessons in two EFL classrooms. Findings reveal that grade matched pairs tended to establish patterns of interaction conducive to learning while different grade pairs tended not to. However, the relationship between patterns of interaction and learning opportunities is not clear-cut.
Zenodo (CERN European Organization for Nuclear Research) · DOI
Research in mainstream mixed-age (M-A) classrooms suggests benefits for both younger and older learners. Although M-A is increasing in L2 classrooms, research is lacking. Moreover, studies on peer-interactions within M-A groups/pairs in L2 contexts are scarce. The current study investigated M-A pair work of twenty young adolescent English L2 learners of three M-A secondary school classrooms in Germany. Learners were organized into ten M-A pairs and worked together on 10 regular classroom tasks. After the unit of work, individual interviews were conducted in order to elicit learners’ perceptions of their interactions. Audio-recordings of their interactions were analyzed for Language Related Episodes (LREs) in order to explore opportunities for learning created during these interactions and the roles played by individual learners within these pairs during these episodes. The findings have shown that regardless of the age difference, the majority of pairs frequently engaged in LREs. However, while the majority of LREs were correctly resolved, a relatively high proportion of them remained either unresolved or resolved incorrectly. While younger learners tended to initiate and respond to LREs, the role of the LRE resolver was typically taken by the older learner. Implications for foreign language pedagogy in M-A classrooms are discussed.
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Gestaltung der CLIL-Ausbildung von Lehrkräften im Vorbereitungsdienst: Eine länderübergreifende Studie an Sekundarschulen in Deutschland und Tschechien
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- Prof. Dr. Tomáš Kos
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- Sprach- und literaturwissenschaftliche Fakultät
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- Institut für Anglistik und Amerikanistik
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