Prof. Dr. Tomáš Kos

Prof. Kos erforscht aktuell, wie Fremdsprachenunterricht in realen Klassenzimmern funktioniert — insbesondere Peer-Collaboration beim Schreiben und Sprechen, Spracherwerb in altersgemischten Klassen sowie die Ausbildung von Lehrkräften für Content and Language Integrated Learning (CLIL). Seine Arbeiten kombinieren Beobachtungen aus dem Schulalltag mit qualitativen Analysen von Schüler-Interaktionen. Für Schulen und Lehrerausbildungsinstitutionen liefert er evidenzbasierte Erkenntnisse darüber, wie Aufgabendesign und Peer-Unterstützung den Spracherwerb fördern und wie angehende Lehrkräfte besser auf mehrsprachige und heterogene Lerngruppen vorbereitet werden können. Die Forschung ist relevant für Schulentwicklung, Lehrerfortbildung und die Gestaltung von Fremdsprachencurricula in Deutschland und darüber hinaus.

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• 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

• Exploring peer support among young learners during regular EFL classroom lessons

  2023

  International Journal of Applied Linguistics · 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.

• Enhancing Young Learners’ Peer Collaboration: Pedagogical Ideas for Language Teachers

  2024

  TESOL Quarterly · 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.