Fachbezogene Diskurse von DaZ-Lernenden über Kunst: Unterstützung von fachlichem und sprachlich-diskursivem Lernen in dyadischen Settings vor Ort

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Language-based interaction between learners of German as a second language and their teachers in out-of-class settings such as art museums requires mediation, which in turn influences discourse practices. How L2 learners manage the communicative task of discovering artworks and how teachers can assist and mediate context-specific aspects of interactional competence are the guiding questions in this article.To answer them, this article reports on an exploratory study of an art-and-culture buddy program carried out as part of an interdisciplinary service-learning project at the University of Kassel. One aim of the project was to change the traditional format of guided tours for larger groups and to develop, test and evaluate a supportive and language-sensitive programme for German as a second language learners. The reconstructive case analysis of art communication enables conclusions about the epistemic and linguistic phases in talking about art and the possibilities of scaffolding. An analysis of a dyadic setting provides insights into the professional and linguistic discourse practices in talking about art.
Translated title of the contributionLearners’ content-related discourses on art in German as a second language: Support of professional and linguistic-discursive learning in dyadic on-site settings
Original languageGerman
JournalInfo DaF - Informationen Deutsch als Fremdsprache
Issue number4
Pages (from-to)356-376
Number of pages21
Publication statusPublished - 10.08.2023

    Research areas

  • Educational science - art communication, scaffolding language, German als second language, contexts-specific interational competence, art and language mediation, visual literacy