Sprachsensibilität als Unterrichtsprinzip. Subjektive Theorien von Geschichtslehrkräften zum Zusammenhang des sprachlichen und fachlichen Lernens
Sprachsensibilität als Unterrichtsprinzip. Subjektive Theorien von Geschichtslehrkräften zum Zusammenhang des sprachlichen und fachlichen Lernens

Sprachsensibilität als Unterrichtsprinzip. Subjektive Theorien von Geschichtslehrkräften zum Zusammenhang des sprachlichen und fachlichen Lernens


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About the Book

Masterarbeit aus dem Jahr 2022 im Fachbereich Didaktik - Geschichte, Note: 1,3, Westfälische Wilhelms-Universität Münster (Didaktik für Geschichte), Sprache: Deutsch, Abstract: Spätestens mit der Schule betreten Kinder und Jugendliche ein neues sprachliches Milieu, in dem sie mit einem neuen sprachlichen Register konfrontiert werden - der sogenannten Bildungssprache. Seit diverse Schulleistungsstudien wie PISA, IGLU und der nationale IQB-Bildungstrend belegen konnten, dass bildungssprachliche Kompetenzen die wesentliche Voraussetzung zum Lernen und für den Schulerfolg darstellen, steht die Bildungspolitik seit den frühen 2000er Jahren vor der Aufgabe, sprachliche Bildung und Förderung als Lehr- und Lernkonzept zu installieren und unter den Chiffren 'Sprachsensibilität', 'Sprachförderung' oder 'Sprachbildung' langfristig zu etablieren. Dies gilt insbesondere vor dem Hintergrund der zunehmenden kulturellen Heterogenität und der aufgrund wachsender digitaler Kommunikation ohnehin defizitären bildungssprachlichen Voraussetzungen. In den folgenden Jahren verlieh die Disziplin der Sprachdidaktik diesem Postulat Nachdruck, indem beispielsweise Gogolin, Gomolla und Lange heraushoben, dass gerade bildungssprachliche Kompetenzen zur Produktion von diskursiven und narrativen Texten und für den Schulerfolg unerlässlich sind. Weil in der Regel jedoch nicht die Bildungssprache, sondern die Alltagssprache die Lernvoraussetzung und das Lernmedium der Lernenden darstellt, wurden die Lehrkräfte vermehrt angewiesen, neben fachlichen auch die bildungssprachlichen Kompetenzen ihrer Schülerschaft zu fördern, um heterogenitätssensibel auf die Bildungs- und Chancenungleich zu reagieren und gesellschaftliche Teilhabe zu gewährleisten.


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Product Details
  • ISBN-13: 9783346930392
  • Publisher: Bod Third Party Titles
  • Binding: Paperback
  • Language: German
  • Returnable: N
  • Weight: 249 gr
  • ISBN-10: 3346930394
  • Publisher Date: 11 Aug 2023
  • Height: 210 mm
  • No of Pages: 146
  • Spine Width: 9 mm
  • Width: 148 mm


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Sprachsensibilität als Unterrichtsprinzip. Subjektive Theorien von Geschichtslehrkräften zum Zusammenhang des sprachlichen und fachlichen Lernens
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Sprachsensibilität als Unterrichtsprinzip. Subjektive Theorien von Geschichtslehrkräften zum Zusammenhang des sprachlichen und fachlichen Lernens
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