Textbasiertes Scaffolding mit Kommentaren im DaM-/DaZ-/DaF-Unterricht einer 10. Klasse

This intervention study with GSL (n=4) and German native students (n=10) of the tenth grade exa-mined changes and differences in their written competencies before and after they had been treated by language-sensitive methods of „scaffolding“ focusing on the text of type commentary (pretest-posttest design). The profile analysis and the literacy values, which were modified according to the text type, were used as measuring instruments. As a result of the four-weeks intervention all students achieved improvements in comment-related literacy compentencies. In particular, GSL learners made more progress than their German classmates. Furtheron, the amount of higher literacy values the students have achieved does not correlate automatically with higher profile levels. This means that improvements in literacy do not necessarily reflect linguistic achievements. This is mainly due to the specific features of the text of type commentary.