• Sprachförderung in DaZ

Treffer: Sprachförderung in DaZ

Title:
Sprachförderung in DaZ
Contributors:
Reiche, Henriette, Schindler, Johannes
Publisher Information:
Berlin: Frank & Timme, 2024.
Publication Year:
2024
Subject Terms:
Young people, Children, DaZ, DaZ lessons, German as a second language, German lessons, Support offers, Intensive classes, Concepts, Methods, Migration, Multicollectivity, School, Language support concepts, Language support, Welcome classes, Immigration, Primary school, Secondary school, Language learning: grammar, vocabulary and pronunciation, Language learning: specific skills, Language learning: speaking skills, Language learning: listening skills, Language learning: reading skills, Educational: Modern (non-native or second) languages: Language learning, German, For primary education, For middle / preparatory school education, For secondary education, For advanced / upper secondary education, Language teaching and learning: second or additional languages
Document Type:
E-Book eBook
File Description:
image/jpeg
Language:
German
ISBN:
978-3-7329-1080-9
978-3-7329-8841-9
DOI:
10.26530/20.500.12657/91166
Access URL:
https://directory.doabooks.org/handle/20.500.12854/139146
https://library.oapen.org/handle/20.500.12657/91166
https://library.oapen.org/bitstream/20.500.12657/91166/3/9783732988419.pdf
Rights:
open access
Attribution-NonCommercial-NoDerivatives 4.0 International
URL: http://purl.org/coar/access_right/c_abf2
URL: https://creativecommons.org/licenses/by-nc-nd/4.0/
Accession Number:
edsdob.20.500.12854.139146
Database:
Directory of Open Access Books

Weitere Informationen

Germany has been a country of immigration for decades. Language support for immigrants is therefore not a new topic. However, massively increasing numbers of refugees reveal the gaps and challenges of the German education system in this area in particular. In schools, the area of ​​German as a second language (DaZ) - and in particular language support - is particularly affected. This is precisely where this volume comes in. In addition to an overview of existing language support concepts, it offers promising ideas and concrete suggestions for improving the support offered. The authors show how intensive classes work, how needs can be sensibly determined and synergy effects used, and what opportunities the multi-collectivity approach offers. In doing so, they take both the perspective of the teachers and that of the students. The stated aim is to improve the urgently needed systematic language support in DaZ lessons.