Kooperativität in Spielerklärungen zwischen neuzugewanderten Jugendlichen und ihren deutschsprachigen Peers Kollektive Nichtwissensbehauptungen, multimodales Demonstrieren, Identitätsarbeit und Sprachlerngelegenheiten in einem Buddy-Projekt
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-ethn...
保存先:
| 出版年: | Zeitschrift für Interaktionsforschung in DaFZ |
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| 第一著者: | |
| フォーマット: | Artikel (Zeitschrift) |
| 言語: | ドイツ語 |
| 出版事項: |
Philipps-Universität Marburg
2025
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| 主題: | |
| オンライン･アクセス: | オンライン･アクセス |
| タグ: |
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| 要約: | 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. |
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| DOI: | 10.17192/ziaf.2025.5.1.8794 |