Lectures & Exersizes

1.1) Linguistic Analysis I – Lecture (1.C.1) (Müller-Brauers)

1.2) Linguistic Analysis II – Exercises (1.C.1) (Diroll & Potthast)

This module deals with the acquisition of language by children from a language-analytical and linguistic perspective, including linguistic learning processes under difficult learning and developmental conditions from early childhood to school age. In addition to presenting current research findings on language development in children from a monolingual and multilingual perspective, the course also systematically examines the individual sub-areas of language acquisition, including various theories of language acquisition research, and links them to interdisciplinary questions. One of the main tasks is the application of theoretical knowledge for the analysis of child language data and the diagnostic classification derived from it. To this end, basics in the linguistic sub-areas of phonetics, phonology, morphology, syntax, pragmatics, lexicology and semantics are deepened and various diagnostic forms for recording the language level of children are presented, applied, discussed and reflected using selected language data as examples. The module also provides a perspective on children’s written-language development. In this way, the differentiation of children’s linguistic knowledge as a result of the acquisition of writing and the varying conditions of learning to write in preschool and primary school is addressed and related to diagnostic questions.

This module focuses on the development of literacy in children in the context of heterogeneity and didactics. Literacy is seen as an (oral/written) interplay of linguistic and literary fields of knowledge which, from an educational perspective, emphasizes the relevance of both linguistic and literary didactic concepts. Accordingly, the module deals with children’s reading and writing development as well as the competence areas of speaking and listening at the level of language and literature acquisition and relates these to language and literature didactic approaches for the inclusive teaching of German. One focus of the module is therefore on the question of when and under what conditions (early) literacy processes in oral and written form are initiated and what role out-of-school socialization plays in the course of acquisition. In particular, the role of family language practice and multilingual development processes are discussed. In addition, an overview of concepts of reading and writing didactics is given and various teaching-learning materials are analysed and discussed with a view to working with heterogeneous learning groups in inclusive German teaching. Literacy learning processes in orality are also discussed, highlighting the significance of reading aloud in family and class.

The module focuses on multilingualism, language acquisition and the language of education from a linguistic and practical teaching point of view. To begin with, the seminar addresses language learning processes in the context of first and second language acquisition, as well as aspects of language variation and linguistic diversity, and conceptual differences between German as a first, second, foreign and educational language, taking into account current research results. Multilingualism and linguistic diversity are related to current socio-political conditions and discussed with a view to questions relevant to teaching. Following on from this, didactic and methodological aspects of the design and implementation of language-forming teaching-learning situations in class are brought into focus. One focus is on language diversity and language promotion in inclusive German teaching, also taking into account cross-disciplinary considerations. For this purpose, selected areas of competence in German teaching at primary and early secondary level, such as reading and text type competence, are examined in greater detail and didactic concepts are developed with a view to working with heterogeneous learning groups. 

This prepares the concrete planning and implementation of a teaching project focusing on German as a second, foreign and educational language, which is implemented in the practical part of the module. Trying out of the teaching project offers students the opportunity to test in practice the theoretical principles and didactic considerations they have worked out in advance, and to gain and reflect on experience of teaching and mediation.

The module focuses on the use of children’s and youth literature (CYL) in the inclusive teaching of German and presents the relevance of the receptive and productive examination of CYL forms in the context of education, society, children’s environments and heterogeneity. The module deals with the role of CYL in the out-of-school and in-school socialization of children, and deals with its categories, genres, contents and facets of the media. The significance of CYL in the monolingual and multilingual literacy acquisition of children is also discussed. In addition to literary theory and development-related questions, a special focus is on the presentation and discussion of didactic concepts for the use of CYL in inclusive German lessons. To this end, selected examples of CYL are analysed with regard to their respective linguistic and literary learning potential and reflected upon according to specific criteria. Also, new developments in the field of digital CYL will be addressed and didactic approaches to the use of multilingual CYL in heterogeneous learning groups will be discussed.

This seminar focuses on the different approaches to literacy mediation in initial classes and pre-school concepts to promote early literacy. On the one hand, the dispute between the methods of didactics (primer courses vs. language experience-oriented approaches) is examined in detail; on the other, the role of diversity of methods in school practice is discussed. Also, the handling of learning difficulties (prevention, diagnostics, intervention) in the field of reading and writing in primary and secondary schools is dealt with and reflected upon, and related to theoretical foundations for monolingual and multilingual learning processes in the acquisition of written language.