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Focus of this work, is the confrontation and discussion with perspectives and challenges of language-sensitive history lessons.
This topic is studied theoretically as well as practically and empirically. The actual experiment of the language-sensitive learning arrangements takes place in history lessons using the “scaffolding” as an element of the concept of “Durchgängige Sprachbildung”. “Durchgängige Sprachbildung” is the base of the teaching-learning arrangements designed by me. “Scaffolding” is an approach to assist students reflecting language in history lessons, while at the same time this method allows assisted performance and takes on the diversity and heterogeneity of learning groups. Diagnosing pre-concepts, regarding difficulties of students understanding history-specific topics and deficiencies of history-specific language, concept maps with the subject “revolution of 1848” are used. The development of concept maps with the help of the scaffolding approach, should enable students to work more confident with concepts of history and history specific language.
Aim of this study is the evaluation of linguistic competences and to show how language can be modified from Basic Interpersonal Communicative Skills (BIC) to Cognitive Academic Language Proficiency (CALP), as well as how far the scaffolding approach helps to structure an build history-specific language based on the example “cause and course of the revolution in 1848”.
keywords1848 Christoph Kühberger Concept Maps Conceptual Change Durchgängige Sprachbildung Geschichtsdidaktik Geschichtsunterricht Historisches Lernen Josef Leisen Kompetenzorientierter Unterricht Lernen mit Konzepten Revolution Scaffholding Sprachsensilber Fachunterricht
Ihr Werk im Verlag Dr. Kovač
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