Item type:Book Part, Open Access

Was macht Schulbuchtexte schwierig? : Eine Studie zur lehrerseitigen Wahrnehmung der sprachlichen Anforderungen in Schulbuchtexten der Primarstufe und der Sekundarstufe I

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daf13.pdf (673.32 KB)

Date

2018-12-11

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Publisher

Philipps-Universität Marburg
DOI

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Abstract

This paper presents key results of a study on how teachers of all subjects gauge language requirements in textbooks used at primary and secondary schools. The teachers were requested to highlight words and word combinations they felt would be difficult for pupils with German as a second language (GSL). An analysis of their choices showcases what kind of language requirements teachers are aware of and in which domains knowledge gaps prevail. The results are used to define the skills teachers need for improving their classroom work in GSL.

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Contributors
Project leader:
Dates
Created: 2018Issued: 2018-12-11Updated: 2020-07-28
Relations
Is part of: es/2018/0016
DOI
https://doi.org/10.17192/es2018.0021
Faculty
Fachbereich Germanistik und Kunstwissenschaften
Publisher
Philipps-Universität Marburg
Language
ger
Data types
BookChapter
Keywords
language requirementsAcademic languageGerman as a second languageteacher educationProfessional Competence of Teachers
DFG-subjects
ProfessionswissenBildungsspracheDeutsch als ZweitspracheLehrerbildungsprachliche Anforderungen
DDC-Numbers
370
License
https://rightsstatements.org/vocab/InC-NC/1.0/
URI
https://open.uni-marburg.de/handle/10.17192/es.2018.0021
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Wallner, Franziska: Was macht Schulbuchtexte schwierig? : Eine Studie zur lehrerseitigen Wahrnehmung der sprachlichen Anforderungen in Schulbuchtexten der Primarstufe und der Sekundarstufe I. In: Dirks, Una: . : Philipps-Universität Marburg 2018-12-11, . DOI: https://doi.org/10.17192/es2018.0021.

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This item has been published with the following license: In Copyright