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Sprachdidaktisches Kolloquium

Wintersemester 2022/23

Die Veranstaltungen des sprachdidaktischen Kolloquiums finden in diesem Wintersemester (2022/23) von 18.00 Uhr bis 19.30 Uhr online über Zoom oder in Präsenz in der Classen-Kappelmann-Straße 24, Raum S 251 statt. Den Link erhalten Sie über den Mailverteiler oder nach Anmeldung (durch Mail an lina.schothoefer@uni-koeln.de).

Interessierte Gäste und Studierende sind ausdrücklich eingeladen und herzlich willkommen.
 

Termine:

18.10.2022 (Zoom) - Finnish Teachers' Beliefs and Reported Practices Related to Linguistically Responsive Feedback / Leena Maria Heikkola – Abo Akademi (Finnland)


15.11.2022 (Präsenz) - Normvorstellungen von Deutschlehrenden im Kontext sprachlicher Variation / Jutta Ransmayr – Universität Wien (Österreich)

13.12.2022 (Zoom) - Comprehensive Literacy Instruction for ALL in Linguistically Diverse and Inclusive Classrooms / Karen Erickson – UNC School of Medicine (North Carolina, USA)


10.01.2023 (Zoom) - The Design of Self-Regulated Strategy Instruction in Writing: Research with Basic College Students / Charles MacArthur - University of Delaware (Delaware, USA)


17.01.2023 (Präsenz, SDK und LDK) - Das Schiller-Dilemma: Seriengenerationen und literarische Bildung / Arno Meteling - Universität zu Köln

 

Abstracts

18.10.2022 Leena Maria Heikkola (Abo Akademi, Finnland): Finnish Teachers' Beliefs and Reported Practices Related to Linguistically Responsive Feedback

The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. Previous studies have shown that Finnish teachers have relatively high levels of knowledge when it comes to linguistically responsive teaching. However, it is not well known if and what kind of linguistically responsive practices Finnish teachers actually use in the classroom.

In my presentation, I will first define what is meant by linguistically responsive teaching, and quickly present the current Finnish curricula for basic education. The focus of the presentation will be in presenting and discussing results from several studies on Finnish teachers’ beliefs and reported practices related to linguistically responsive teaching we have published together with Finnish colleagues. The data for the project consists of over 800 teachers’ responses to an online questionnaire.

Finally, I will conclude with some implications based on the presented results and discussion. What do our results mean for the Finnish teacher training or teacher training in more general? I hope we can discuss and compare the situations in Finland and Germany and also learn from each other in the discussion during and after my presentation.

 

 

15.11.2022 Jutta Ransmayr (Universität Wien, Österreich): Normvorstellungen von Deutschlehrenden im Kontext sprachlicher Variation

Abstract folgt.

 

 

13.12.2022 Karen Erickson (UNC School of Medicine, North Carolina, USA): Comprehensive Literacy Instruction for ALL in Linguistically Diverse and Inclusive Classrooms

Meeting the literacy learning needs of linguistically diverse learners, including those with significant disabilities who use augmentative and alternative communication (AAC) requires educators to take a comprehensive approach to instruction (Erickson & Koppenhaver, 2020). At a minimum, this means that educators must address both word reading (e.g., phonological and phonemic awareness, phonics) and language comprehension (e.g., vocabulary, syntax, and text comprehension; Gough & Tunmer, 1986). Models such as Scarborough’s Reading Rope (2001) and the Layered Model of Reading Comprehension (Duke et al, 2021) help us understand the critical components of comprehensive conventionalliteracy instruction. These models do not, however, address the critical foundational skills and experiences learners require to benefit from comprehensive conventional instruction. Many linguistically diverse learners, especially those with significant disabilities, require comprehensive emergent literacy instruction targeting these critical foundational skills and experiences. Unfortunately, educators often struggle to provide this comprehensive emergent literacy instruction in inclusive classrooms where most learners are conventional readers and writers.

This presentation will focus on comprehensive approaches to emergent and conventional literacy instruction in inclusive classrooms. Beginning with an exploration of the models that inform comprehensive approaches to instruction, this presentation will offer practical guidance to help educators determine what instruction they must provide and resources that will help them prepare to provide it. Throughout, special attention will be given to ensuring that the emergent literacy learning needs of linguistically diverse learners with and without significant disabilities are addressed (Sheldon & Erickson, 2020).

 

References:

Duke, N. K., Alessandra, E. W., & Pearson, P. D. (2021). The science of reading comprehension instruction. Reading Research Quarterly, 74(6), 663-672. https://doi.org/10.1002/trtr.1993

Erickson, K. A., & Koppenhaver, D. A. (2020). Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Brookes.

Gough, P. B. & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10. https://doi.org/10.1177/074193258600700104

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press.

Sheldon, E., & Erickson, K. A. (2020). Literacy instruction for students with significant disabilities in the regular classroom. Assistive Technology Outcomes and Benefits, 14, 135-160. https://www.atia.org/wp-content/uploads/2020/06/ATOB-V14-A9-SheldonErickson.pdf

 

 

10.01.2023 Charles MacArthur (University of Delaware, Delaware, USA): The Design of Self-Regulated Strategy Instruction in Writing: Research with Basic College Students

In the United States, basic writing courses are provided for students who have been accepted to college, often under open-admission policies, but who need further development of writing skills for college success.  To meet the needs of these students, my colleagues and I have developed a self-regulated strategy approach called Supporting Strategic Writers. A systematic program of design research and experimental studies has found strong effects on writing quality and often on motivation. After a brief review of theoretical principles underlying strategy instruction and the research results, the presentation will focus on instructional design issues: strategies based on rhetoric and genre, challenges of reading and integrating sources, development of self-evaluation skill, promoting flexible use and generalization of strategies, and pedagogical methods such as modeling, collaboration, and peer review. The challenges of professional development will also be discussed.

 

 

17.01.2023 Arno Meteling (Universität zu Köln): Das Schiller-Dilemma: Seriengenerationen und literarische Bildung

Abstract folgt.