Dialogische (Vor-)Lesesituationen mit Bilderbüchern professionell begleiten

Abstract

Picture books offer opportunities for interaction in primary classrooms where literary experiences are decoded, children’s utterances are evoked and adults contribute to the language education through their professional actions in classroom conversations. In dyadic reading situations, the person who is reading aloud is responsible for the success of the interaction, whereas in primary school lessons, it is part of the teacher’s professional competence to initiate conversations based on shared picture book reading situations. Furthermore, it is necessary to accompany students in such a way that the literary experience is the starting point for speech stimuli. The aim of this theoretical article is to outline the current state of research on dialogic reading situations and also to highlight on the language actions of teachers when they initiate language learning processes.