Wie adaptiv ist Sprachförderung für Kinder mit Deutsch als Zweitsprache? Eine Studie zum sprachlichen Handeln in der Zweitsprachförderung.

Autor/inn/en	Geyer, Sabrina; Müller, Anja
Titel	Wie adaptiv ist Sprachförderung für Kinder mit Deutsch als Zweitsprache? Eine Studie zum sprachlichen Handeln in der Zweitsprachförderung. Paralleltitel: How adaptive Is language training for second language learners? Teachers' language use in language training situations.
Quelle	In: Zeitschrift für angewandte Linguistik, (2021) 74, S. 31-60 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2190-0191
DOI	10.1515/zfal-2021-2052
Schlagwörter	Empirische Untersuchung; Vergleich; Anpassung; Sprachtest; Kind; Kindergarten; Videoaufzeichnung; Deutsch als Zweitsprache; Grammatik; Sprachanalyse; Sprachförderung; Sprachgebrauch; Sprachkompetenz; Syntax; Zweitsprachenerwerb; Einflussfaktor; Erzieher; Deutschland
Abstract	This paper focuses on the definition, operationalization and empirical investigation of adaptivity in the context of language training. We discuss a study that aimed at answering the question whether kindergarten teachers adapt their language to the specific needs of children with German as a second language in language training situations. Specifically, we investigated whether teachers use subordinate clauses and specific language training techniques to present or elicit subordinate clauses more frequently when working with children who had not yet acquired subordinate clauses than teachers supporting children who already had. Fifteen teachers were videotaped during language support sessions. Ten children who were supported during these sessions had not yet acquired subordinate clauses (n = 18), the other five teachers supported children with no additional needs in this area (n = 7). The teachers' language was analysed both quantitatively and qualitatively in terms of the frequency of use of different subordinate clauses (e. g. position of the verb, subordinating conjunctions, different types of clauses) and the use of language support techniques (e. g. corrective feedback, expansions, questions) that aimed at presenting or eliciting subordinate clauses. A comparison of the two groups showed no differences in the teachers' language depending on whether they supported children with or without additional needs regarding subordinate clauses. Therefore, the teachers' language cannot be considered to be adaptive. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1