Sprachdiagnostische Grundlagen für die Förderung bildungssprachlicher Fähigkeiten

Gantefort, Christoph; Roth, Hans-Joachim

doi:10.1007/s11618-010-0163-2

Cited by 17 publications

(5 citation statements)

References 11 publications

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“…The authors postulate that the main features of German academic language are those typical for the academic and the elaborated mode (cf. Gantefort & Roth, 2010). However, it must be noted that no transcripts of conversational language outside the classroom were made, thus leaving unclear whether the conversational mode adequately reflects the conversational language students use in their everyday lives.…”

Section: Criticism Of and Empirical Results On Academic Languagementioning

confidence: 99%

“…An initial study in Germany offers empirical support for the differentiation of German academic versus everyday listening in terms of the underlying morphosyntactic and lexical features (Gantefort & Roth, 2010; Roth, Neumann, & Gogolin, 2007). In this study with bilingual elementary students in Grade 4, oral classroom discourse was videotaped, transliterated, and then analyzed using confirmatory factor analysis.…”

Section: Criticism Of and Empirical Results On Academic Languagementioning

confidence: 99%

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Listening comprehension of academic and everyday language in first language and second language students

Marx

Heppt²,

Henschel³

2016

Applied Psycholinguistics

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Listening comprehension in academic contexts is an important prerequisite for the acquisition of school-related skills. However, the concept of academic language is generally the subject of much debate, and there is no consensus yet on what constitutes academic listening comprehension. To date, it remains unclear whether listening comprehension of academic language may be regarded as a distinct construct. The present study investigates the distinction of academic and everyday listening comprehension in 459 ninth-grade students speaking German as a first language or as a second language. Empirical results provide preliminary evidence that academic listening forms a separate facet of listening comprehension. Contrary to theoretical assumptions, second language students were not particularly disadvantaged in terms of academic listening comprehension.

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Section: Criticism Of and Empirical Results On Academic Languagementioning

confidence: 99%

Section: Criticism Of and Empirical Results On Academic Languagementioning

confidence: 99%

Listening comprehension of academic and everyday language in first language and second language students

Marx

Heppt²,

Henschel³

2016

Applied Psycholinguistics

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“… Another primary outcome criterion is the children’s knowledge of the German language , assessed a year after kindergarten entrance by a trained linguist with the help of the LiSe-DaZ (Linguistische Sprachstandsdiagnostik - Deutsch als Zweitsprache, Schulz and Tracy 2011 ), a standardized language test. Language acquisition is critical for the children’s later school success (Gantefort and Roth 2010 ; Niklas et al 2011 ). The LiSeDaZ enables to measure children’s development in core grammatical areas and offers separate norms for multilingual children, which take into account the age of first exposure and the length of exposure to the German language (Schulz and Tracy 2011 ).…”

Section: Methodsmentioning

confidence: 99%

FIRST STEPS – a randomized controlled trial on the evaluation of the implementation and effectiveness of two early prevention programs for promoting the social integration and a healthy development of children with an immigrant background from 0–3

et al. 2015

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BackgroundThe social integration of children with an immigrant background has become one of the most urgent social responsibilities in Germany. They are more likely to live in high-risk environments and are disadvantaged with respect to health related variables as well as educationally. Quite a number of projects supporting their integration into the German society exist although many are hardly scientifically evaluated. Most of them focus on the acquisition of German language and therefore address older children (and adults). However, international experts agree that social integration is not only a matter of language but also of earlier developmental processes of children in their first months of life connected to adequate early parenting.Methods/DesignThe model project FIRST STEPS focuses on earliest prevention for children with an immigrant background, supporting their parents in the critical phase of migration and early parenthood. In a prospective randomized comparison group design the effectiveness of a psychoanalytically oriented early prevention program (intervention A) is compared to the outcomes of groups offered by paraprofessionals with an immigrant background (intervention B). Intervention A is a professional offer supporting immigrant families based on developmental psychological and on knowledge on early parenting. 180 families are randomly assigned to intervention A or B. They are supported during the first 3 years of the children’s lives. Social and family stressors, the quality of the parent–child-interaction, child attachment security, the affective, cognitive and social-emotional development of the children and the social integration of the families are assessed during and after the intervention.DiscussionThe project aims at evaluating the implementation as well as the short- and long-term effectiveness of psychoanalytically oriented intervention A compared to the outcomes of intervention B. It is expected that professionally supported early parenting (intervention A) improves the social-emotional, cognitive and language development of immigrant children as well as the social integration of their families to a greater extent than in the comparison groups. In case the model project proves to be effective, a rollout across Germany is possible. Due to the “difficult-to-reach” immigrant families challenges in recruitment, uptake and retention of participants are anticipated.Trial registrationDRKS-ID: DRKS00004632, trial registration date: 05.02.2013

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“…Die meisten dieser Verfahren beziehen sich auf (transkribierte) mündliche und schriftliche Textproduktionen von Lernenden, die anhand von Kodierschemata oder Ratingskalen hinsichtlich ihres bildungssprachlichen Niveaus eingeschätzt werden. Zu nennen wären neben der Ratingskala RaBi (Tietze, Rank & Wildemann, 2016), die bereits im Vorschulalter eingesetzt werden kann, insbesondere die Instrumente, die im Rahmen von FörMig (weiter-)entwickelt wurden, wie etwa das Tulpenbeet oder der Bumerang (Gantefort & Roth, 2010). Auf Basis vorgegebener Sprech-bzw.…”

Section: Erfassung Sprachlicher Kompetenzen Im Grundschulalterunclassified

Grundlagen der sprachlichen Bildung

2023

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Der Band ist das Ergebnis eines mehrjährigen interdisziplinären Diskussionsprozesses der beteiligten Autorinnen und Autoren. Das findet seinen sichtbaren Ausdruck in dem einleitenden Beitrag über Grundlagen der Mehrsprachigkeit, dessen normative Perspektive von allen Beteiligten geteilt wird. Der Band stellt grundlegende Inhalte zur sprachlichen Bildung in der mehrsprachigen Gesellschaft dar und konzentriert sich dabei auf gesicherte Erkenntnisse zu Spracherwerb, Mehrsprachigkeit und sprachlicher Bildung. Damit soll auch Mythen und anderen hinderlichen Überzeugungen begegnet werden. Thematisch widmet sich der Band neben einer historischen Perspektive dem (kindlichen) Spracherwerb und der mehrsprachigen Sprachentwicklung, der sprachlichen Bildung in Institutionen von der Kita über die Schule bis hin zur Erwachsenenbildung sowie forschungsmethodischen Fragen.

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Sprachdiagnostische Grundlagen für die Förderung bildungssprachlicher Fähigkeiten

Cited by 17 publications

References 11 publications

Listening comprehension of academic and everyday language in first language and second language students

Listening comprehension of academic and everyday language in first language and second language students

FIRST STEPS – a randomized controlled trial on the evaluation of the implementation and effectiveness of two early prevention programs for promoting the social integration and a healthy development of children with an immigrant background from 0–3

Grundlagen der sprachlichen Bildung

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