Wie werden Lehr-/ Lernräume zu Bildungsräumen? – Möglichkeiten und Grenzen beim Gebrauch von Deutsch als Fremd-, Zweit- und Muttersprache

Table of Contents: This introductory chapter starts off with some explanations concerning the book title’s terms „speech and text forms“ as well as the educational linguistic thresh-old hypothesis, which helps to find reasons for the comparatively small differ-ences in written artifacts once a certain competence level has been reached in German as a first, second or foreign language. Next, an educational theoretical framework will be outlined in order to provide details on CALP’s educational impact which to date hardly has been taken account of, as research programs and concepts referring to Cognitive Academic Language Proficiency (CALP) usually focus on linguistic phenomena, only. The educational framework presented here bears on theorems of the Enlightenment and of professionalism. They serve as the backbone for defining the scope of reflexive competencies on three levels. Wherever appropriate, references are made to the authors’ contributions in this anthology. The chapter concludes with a summary of all articles.