Publikationsserver
Inklusion von Lernenden mit DaZ? Anfangsunterricht und Schriftspracherwerb in sprachlich heterogenen Lerngruppen
Many children speak German as a second language in German schools. Research (e. g., Stanat et al. 2022) points to the fact that there is a huge inequality between these children and children who speak German at home in terms of the achievement of learning goals. Educational policy debates about incl...
Đã lưu trong:
| Xuất bản năm: | Osnabrücker Beiträge zur Sprachtheorie |
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| Tác giả chính: | |
| Định dạng: | Artikel (Zeitschrift) |
| Ngôn ngữ: | Tiếng Đức |
| Được phát hành: |
Philipps-Universität Marburg
2023
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| Những chủ đề: | |
| Truy cập trực tuyến: | Truy cập trực tuyến |
| Các nhãn: |
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| Tóm tắt: | Many children speak German as a second language in German schools. Research (e. g., Stanat et al. 2022) points to the fact that there is a huge inequality between these children and children who speak German at home in terms of the achievement of learning goals. Educational policy debates about inclusive learning environments tend not to consider the specific needs and resources multilingual children bring to learn in a German speaking classroom and therefore additional resources are only allocated for children with almost no knowledge of German. In this paper, the author highlights the importance of recognising the needs of multilingual children in inclusive learning environments to grant resources for these children and to focus on their learning. Using literacy acquisition as an example, the author describes different ways of supporting multilingual children in the classroom.
Viele Kinder an deutschen Schulen wachsen mehrsprachig auf. Während eine Verständigung im Alltag oft gelingt, belegen Bildungsberichte (z. B. Stanat et al. 2022) eine Chancenun- gleichheit im deutschen Bildungssystem für mehrsprachige Lernende. In schulpolitischen Entscheidungen und Diskussionen um inklusive Schule spielen mehrsprachige Kinder selten eine Rolle. Zusätzliche Unterstützungsmaßnahmen für diese Lerngruppe im Sinne eines inklusiven Bildungsangebots würden zu mehr Chancengleichheit beitragen. Ebenso sollten die sprachlichen Ressourcen der Kinder in ihren Herkunftssprachen für das Lernen genutzt werden. Am Beispiel des Schriftspracherwerbs werden in diesem Beitrag einige be-hindernde Faktoren für das Lesen- und Schreibenlernen bei mehrsprachigen Kindern dargestellt und Möglichkeiten der Unterstützung im Sinne des Scaffoldings (Gibbons 2015) aufgezeigt. |
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| DOI: | 10.17192/obst.2023.101.8601 |