Fachsensible Sprachförderung als Teil des Gesamtkonzepts sprachlicher Bildung

Ein didaktisches Modell zur Umsetzung fachsensibler Sprachförderung am Beispiel eines Unterrichtsszenarios in der Volksschule

Abstract

This article presents a didactic model designed for use in subject awareness language teaching. Language learning is embedded in the subject context and leads from implicit to explicit language learning in four steps. In order to situate the didactic model accordingly, the theoretical foundations of task-oriented teaching and subject awareness language teaching and its anchoring in the curriculum are briefly addressed. The model is then presented in detail based on its exemplary implementation in an elementary school in Graz. The resulting written student performances are subjected to a qualitative analysis in order to make the learning processes within the framework of the teaching intervention visible.