2025
2025-12-15
10.17192/ziaf.2025.5.1.8794
urn:nbn:de:hebis:04-0009-2025-354-87941
keine Angabe
Kooperativität in Spielerklärungen zwischen neuzugewanderten Jugendlichen und ihren deutschsprachigen Peers
This article examines how newly immigrated children and adolescents, together with their German-speaking peers, navigate the tension between securing mutual understanding, language learning, and the recognition of positive social identities in explanatory activities. The study is based on video-ethnographic data collected within a ‘buddy project’ initiated by a comprehensive school. Using multimodal interaction analysis, four key practices are identified through which language-experienced peers facilitate mutual understanding and create opportunities for language learning—without explicitly categorizing language novices as newcomers. These practices include collective knowledge disclaimers, collaborative and multimodal demonstrations of game rules, creating opportunities for demonstrating understanding, understanding checks and code-switching. The findings suggest that these practices contribute to a cooperative framing of the joint activity.
Internationale Klasse
Kooperation
knowledige disclaimers
Nichtwissensbehauptungen
embodiment
körperliche Ressourcen
game instructions
cooperation
Spielerklärung
welcome class
Kooperativität in Spielerklärungen zwischen neuzugewanderten Jugendlichen und ihren deutschsprachigen Peers
Internationale Klasse
German
article
2025
Vivien
Heller
Heller, Vivien
Kooperation
knowledige disclaimers
https://doi.org/10.17192/ziaf.2025.5.1.8794
2025-12-15
application/pdf
Nichtwissensbehauptungen
2025-12-15
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Kollektive Nichtwissensbehauptungen, multimodales Demonstrieren, Identitätsarbeit und Sprachlerngelegenheiten in einem Buddy-Projekt
embodiment
körperliche Ressourcen
urn:nbn:de:hebis:04-0009-2025-354-87941
game instructions
2025-12-15
cooperation
Spielerklärung
2025
PeriodicalPart
2025-12-15
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1
Kooperation und Interaktion in DaFZ
https://doi.org/10.17192/ziaf.2025.5.1
urn:nbn:de:hebis:04-0009-2025-3541
urn:nbn:de:hebis:04-00094
2750-249X
Sprachwissenschaft, Linguistik
Language, Linguistics
Fachbereich Germanistik und Kunstwissenschaften
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3101186-X
Periodical
Deutschhausstraße 9, 35037 Marburg
Marburg
Philipps-Universität Marburg
Zeitschrift für Interaktionsforschung in DaFZ
application/pdf
5
Vol 5 No 1 (2025)
This article examines how newly immigrated children and adolescents, together with their German-speaking peers, navigate the tension between securing mutual understanding, language learning, and the recognition of positive social identities in explanatory activities. The study is based on video-ethnographic data collected within a ‘buddy project’ initiated by a comprehensive school. Using multimodal interaction analysis, four key practices are identified through which language-experienced peers facilitate mutual understanding and create opportunities for language learning—without explicitly categorizing language novices as newcomers. These practices include collective knowledge disclaimers, collaborative and multimodal demonstrations of game rules, creating opportunities for demonstrating understanding, understanding checks and code-switching. The findings suggest that these practices contribute to a cooperative framing of the joint activity.
Universitätsbibliothek Marburg
Publikationsserver der Universitätsbibliothek Marburg
welcome class
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VIEW
PDF
PRESERVATION_MASTER
application/pdf
8619
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8619