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<p>Teaching web-based communication involves website analysis, website design and webcopy writing, often in multiple languages for different target audiences. Localization and foreign language webcopy writing require training in the area of translation, in addition to other skills related to web communication. Such training might be didactically supported with peer-feedback assignments. Surprisingly few studies in the area of localization/translation and web-based communication report about classroom practice of this kind. Drawing on theory from Educational Psychology, Writing Research in L2 and Translation Studies, this paper explores common notions in peer-feedback research. It discusses peer-feedback and its implementation as a translation training tool in the context of web-based communication with a focus on localization as a form of text production. Student feedback and the revisions performed on its basis are investigated. The data reported here derive from an undergraduate web-based communication course, where students produced a translation and an academic translation review. The paper discusses possible future peer-feedback practices, including suggestions for feedback scaffolding tailored to the needs of future language professionals in the area of</p><p>web-based communication.</p>

"Die Schüler des 21. Jahrhundert (sind) eingeteilt in Jungen und Mädchen...". Schriftliche Auswertung von Grafiken in der Zweitsprache Deutsch Julia Plainer: Sprechen über Geschriebenes-Schüler/innen-Schreibbegleitung als Möglichkeit der individuellen Schreibförderung in mehrsprachigen Schreibkontexten Annemarie Saxalber: Lesen und Schreiben als Kernkompetenzen in der LehrerInnenbildung Ana Stipančević: Effekte extensiven Lesens und Hörens auf die Entwicklung der Schreibkompetenz im DaF-unterricht-Ergebnisse einer experimentellen Untersuchung Clara Thöne: Basale Schreibkompetenzen bei neu zugewanderten Kindern und Jugendlichen Jutta Wolfrum: Schreibförderung in mehrsprachigen Lernergruppen unter Berücksichtigung der Herkunftssprachen

Modelling in the field of specialized discourse communication takes place both at the interface between theory building and special discourse didactics, and theory and practical application. In this paper, we describe modelling practices of communication and specialized discourse (LSP) models, and we examine the scope, relevance and information value of a number of selected models of this field in a developmental perspective. We shed light on contemporary modelling practices, and zoom in on the models’ nature, objects, purposes and perspectives. Our analysis identifies a number of prevailing modelling foci, some of which may point towards a paradigmatic shift. In the light of this and the reciprocal influences perceived between theoretical modelling approaches and practical application, we suggest potential future modelling scenarios.

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