Förderung bildungssprachlicher Kompetenzen durch authentische Moderationshandlungen. Ein Projekt im Deutschunterricht

In diesem Beitrag wird eine projektbasierte Unterrichtssequenz zum Thema Blindheit beschrieben, die im Deutschunterricht einer sprachlich heterogen zusammengesetzten 7. Klasse (mit DaM- und DaZ-Schüler/innen) stattgefunden hat. Die Schüler/innen sollten ein moderiertes Interview mit einem blinden Le...

Full description

Saved in:
Bibliographic Details
Published in:DaF-/DaZ-/DaM-Bildungsräume: Sprech- & Textformen im Fokus (Band 121)
Main Author: Siebold, Kathrin
Contributors: Dirks, Una (Editor)
Format: Book Chapter
Published: Philipps-Universität Marburg 2019
Online Access:PDF Full Text
Tags: Add Tag
No Tags, Be the first to tag this record!

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.