Teacher Input Observation Scheme (TIOS) Validation Study

The project aims to validate the Teacher Input Observation Scheme (TIOS, Kersten et al., 2025) for use in German newcomer classes (Vorbereitungs­klassen), to enable a systematic assessment of teacher input quality in this educational context. It is part of the two multi-site projects LANDINGS and PROMISE  carried out under the leader­ship of the Universities of Cologne and Mannheim, respectively.

Grounded in a cognitive-interactionist perspective, the project focuses on teacher input as a central element of effective language learning environments. It is motivated by the fact that newly immigrated learners often show significant disadvantages in their German language skills compared to their peers. Although international research highlights the importance high-quality teacher input (‘Scaffolding’) for second language acquisition, teaching quality in German newcomer classes has only recently begun to receive systematic research attention.

The TIOS is an observation instrument designed to capture such instructional techniques that support second language learning. It includes indicators for cognitively stimulating tasks, verbal and nonverbal teacher input, and support for learner output. Originally developed for L2-English foreign language classrooms, the instrument will be examined for its applicability in German newcomer classes in Germany.

Objectives are to (1) establish interrater reliability of TIOS in L2‑German newcomer classes and (2) test convergent validity against two existing instruments for newcomer classes in Germany, SysDaZ and EVA-Sek.

Using classroom videography, trained raters analyze lessons with the TIOS and the two established instruments. Statistical analyses are used to assess the reliability of the ratings and to determine the extent to which the instruments capture similar aspects of instructional quality. The findings will contribute to improved measurement and understanding of teaching quality in newcomer classrooms.

Cooperation Partners

University of Mannheim

Prof. Dr. Kristin Kersten, Inga Benz (MA), Helena Mengeu, Julian Maier
English Department

University of Cologne

Prof. Dr. Nicole Marx
German Department and Mercator Institute