%0 Journal Article
%T No Outcomes Despite Competence Attribution? Qualifications and Self-estimations of Tutors of Language Skill in Pre-schools
%A Uwe Neugebauer
%J Empirische Sonderp£żdagogik
%D 2010
%I Pabst Science Publishers
%X In face of the pre-school promotion of language skills the two questions arise as to what competence the responsible staff should have to ensure a successful outcome and who is able to estimate whether this competence is sufficiently achieved. To answer these questions the evaluation results of a training program for regional promoters of language skills (SFM) will be reported during which criteria for a successful qualification were explicated. On the basis of these data the post-hoc hypothesis will be proved, that language tutors (KSF) cannot judge on their own whether they are sufficiently qualified (and achieve the intended impacts). The hypothesis is being checked by a survey on language tutors (KSF) in 155 kindergardens and 140 regional promoters (SFM). Additionally, interviews were conducted with nine experts for lingustic skill promotion. For the estimation of impact of the language skill promotion external data is used.The experts for lingustic skill promotion regard as necessary competences a) diagnostics and analysis of the language development level, b) ability for individual-specific support, and c) accurate documentation of the developmental level.While the regional promoters (SFM) hardly see any deficiencies regarding their own competences in supporting language skills, they are self-critical concerning the diagnosis of the language state of the children and advice of the language tutors (KSF) at the kindergarden. The language tutors at the kindergarden question the rather short duration of the training of regional promoters and utter some doubts if the general concepts will help in their specific situation ¨C particularly as 18% of the language tutors see no need for any support.The external evaluation of the language promotion programme showed that there is no difference in language skills between the children who had taken part in the language skill promotion and the children who had not. This leads to the conclusion that the language tutors have not been able to initiate measurable effects and that they are not able to assess their respective competencies on their own.
%K lingusitic skill promotion
%K qualification
%K competencies
%K evaluation
%K self-estimation
%U http://www.psychologie-aktuell.com/fileadmin/download/esp/2-2010/neugebauer-20100811.pdf