Literaturnachweis - Detailanzeige
Autor/in | De Florio-Hansen, Inez |
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Titel | Interaktion und Instruktion im Fremdsprachenunterricht. Überlegungen zum Zusammenhang von Fremdsprachenlernen und Identitätsentwicklung. |
Quelle | In: Fremdsprachen und Hochschule, (2003) 67, S. 11-34 |
Beigaben | Literaturangaben |
Sprache | deutsch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0178-0336 |
Schlagwörter | Kultur; Gesellschaft; Identitätsbildung; Kognition; Persönlichkeit; Interaktion; Lernstil; Motivation; Sprachförderung; Fremdsprachenunterricht; Mehrsprachigkeit; Bilingualismus; Individueller Unterschied; Unterstützung |
Abstract | With the paper the author shares some of her reflections on the influence that bi- or multilingualism may have on the changing identities of learning individuals in the context of multiethnic and multicultural societies. Identity "as a site of struggle" (Norton 2000) underscores the eminent importance of solidarity in society and thus of social interaction in the foreign language classroom. Although the responsibility for the whole setting remains with the teacher, interaction among peers in the learning environment promotes engagement and motivation. Furthermore collaborative learning has a great influence on the learning outcome, not least on language proficiency. On the other hand instructional devices should not be banned from the classroom. Used in an appropriate fashion, instruction - such as scaffolding and conversational teaching - is an indispensable means to help all learners to bridge the gaps between different levels of knowledge and diverging states of identity. (Verlag, adapt.). |
Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
Update | 2023/1 |