Förderung bildungssprachlicher Kompetenzen durch authentische Moderationshandlungen. Ein Projekt im Deutschunterricht

This article describes a project-based didactic unit about blindness, which has taken place in a 7th grade in a German Language class comprising pupils from heterogeneous linguistic backgrounds (L1 and L2 German speakers). The stu-dents were supposed to prepare and carry out a moderated interview with a blind teacher who visited their school within the project. As a public modera-tion requires Cognitive Academic Language Proficiency (CALP), awareness was raised about the interactive moderation jobs, and materials for an appropri-ate linguistic realization of these tasks were introduced beforehand based on the Scaffolding Theory. The evaluation of the authentic moderation shows that the adequacy, security and fluency of the linguistic performance is – not only, but in great measure - due to the previous linguistic support provided to the group.