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

Am Beginn des Einleitungskapitels stehen Überlegungen zu den im Buchtitel erwähnten Begriffen „Sprech- und Textformen“ sowie zur bildungssprachlichen Schwellenhypothese, die bei Erreichen eines bestimmten Sprachniveaus die vergleichsweise geringen Unterschiede in DaF-, DaZ- und DaM-Artefakten erklär...

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Bibliographic Details
Published in:DaF-/DaZ-/DaM-Bildungsräume: Sprech- & Textformen im Fokus (Band 011)
Main Author: Dirks, Una
Format: Book Chapter
Published: Philipps-Universität Marburg 2019
Online Access:PDF Full Text
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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.