Publication

Zur Rolle lebensweltlicher Mehrsprachigkeit für das Lernen im Fachunterricht – ein Beispiel aus einer Videostudie der Sekundarstufe II.

Bührig, K. & Duarte, J., 1-Sep-2013, In : Gruppendynamik und Organisationsberatung. 44, 3, p. 245-275 31 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Bührig, K., & Duarte, J. (2013). Zur Rolle lebensweltlicher Mehrsprachigkeit für das Lernen im Fachunterricht – ein Beispiel aus einer Videostudie der Sekundarstufe II. Gruppendynamik und Organisationsberatung, 44(3), 245-275. https://doi.org/10.1007/s11612-013-0217-z

Author

Bührig, Kristin ; Duarte, Joana. / Zur Rolle lebensweltlicher Mehrsprachigkeit für das Lernen im Fachunterricht – ein Beispiel aus einer Videostudie der Sekundarstufe II. In: Gruppendynamik und Organisationsberatung. 2013 ; Vol. 44, No. 3. pp. 245-275.

Harvard

Bührig, K & Duarte, J 2013, 'Zur Rolle lebensweltlicher Mehrsprachigkeit für das Lernen im Fachunterricht – ein Beispiel aus einer Videostudie der Sekundarstufe II.', Gruppendynamik und Organisationsberatung, vol. 44, no. 3, pp. 245-275. https://doi.org/10.1007/s11612-013-0217-z

Standard

Zur Rolle lebensweltlicher Mehrsprachigkeit für das Lernen im Fachunterricht – ein Beispiel aus einer Videostudie der Sekundarstufe II. / Bührig, Kristin; Duarte, Joana.

In: Gruppendynamik und Organisationsberatung, Vol. 44, No. 3, 01.09.2013, p. 245-275.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Bührig K, Duarte J. Zur Rolle lebensweltlicher Mehrsprachigkeit für das Lernen im Fachunterricht – ein Beispiel aus einer Videostudie der Sekundarstufe II. Gruppendynamik und Organisationsberatung. 2013 Sep 1;44(3):245-275. https://doi.org/10.1007/s11612-013-0217-z


BibTeX

@article{47ba2aca35ae4f1a9e4004596fe946c7,
title = "Zur Rolle lebensweltlicher Mehrsprachigkeit f{\"u}r das Lernen im Fachunterricht – ein Beispiel aus einer Videostudie der Sekundarstufe II.",
abstract = "In this article an exemplary analysis focussing on the role of multilingual communication in upper secondary education at a German school will be presented. In the analysis, we focus on the language choice of two pupils who, during partner work on the analysis of a historical speech in History class, use both the German and Russian language. We reconstruct extracts of their task solving process in the context of a functional-pragmatic discourse analysis. The excerpts of the partner work presented in the text show approaches of multidimensional reflection processes in working with the text, during which it comes to a functional use of both languages. The relevance of our reconstruction of student-student interaction during task solving will become evident through the embedment of the results in the controversial discussion on multilingual communication in mainstream classrooms. (PsycINFO Database Record (c) 2016 APA, all rights reserved)",
keywords = "Discourse Analysis, Mainstreaming (Educational), Multilingualism, Secondary Education, Verbal Communication, Learning",
author = "Kristin B{\"u}hrig and Joana Duarte",
year = "2013",
month = sep,
day = "1",
doi = "10.1007/s11612-013-0217-z",
language = "German",
volume = "44",
pages = "245--275",
journal = "Gruppendynamik und Organisationsberatung",
issn = "1618-7849",
number = "3",

}

RIS

TY - JOUR

T1 - Zur Rolle lebensweltlicher Mehrsprachigkeit für das Lernen im Fachunterricht – ein Beispiel aus einer Videostudie der Sekundarstufe II.

AU - Bührig, Kristin

AU - Duarte, Joana

PY - 2013/9/1

Y1 - 2013/9/1

N2 - In this article an exemplary analysis focussing on the role of multilingual communication in upper secondary education at a German school will be presented. In the analysis, we focus on the language choice of two pupils who, during partner work on the analysis of a historical speech in History class, use both the German and Russian language. We reconstruct extracts of their task solving process in the context of a functional-pragmatic discourse analysis. The excerpts of the partner work presented in the text show approaches of multidimensional reflection processes in working with the text, during which it comes to a functional use of both languages. The relevance of our reconstruction of student-student interaction during task solving will become evident through the embedment of the results in the controversial discussion on multilingual communication in mainstream classrooms. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

AB - In this article an exemplary analysis focussing on the role of multilingual communication in upper secondary education at a German school will be presented. In the analysis, we focus on the language choice of two pupils who, during partner work on the analysis of a historical speech in History class, use both the German and Russian language. We reconstruct extracts of their task solving process in the context of a functional-pragmatic discourse analysis. The excerpts of the partner work presented in the text show approaches of multidimensional reflection processes in working with the text, during which it comes to a functional use of both languages. The relevance of our reconstruction of student-student interaction during task solving will become evident through the embedment of the results in the controversial discussion on multilingual communication in mainstream classrooms. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

KW - Discourse Analysis

KW - Mainstreaming (Educational)

KW - Multilingualism

KW - Secondary Education

KW - Verbal Communication

KW - Learning

U2 - 10.1007/s11612-013-0217-z

DO - 10.1007/s11612-013-0217-z

M3 - Article

VL - 44

SP - 245

EP - 275

JO - Gruppendynamik und Organisationsberatung

JF - Gruppendynamik und Organisationsberatung

SN - 1618-7849

IS - 3

ER -

ID: 44922184