Kooperative Lernsequenzen unter mehrsprachiger Perspektive Code-Switching in Peer-Interaktionen
This article focuses on the question of the extent to which students use languages other than German in cooperative learning sequences. From a didactic perspective, there is a demand for the multilingualism of students in the classroom to be valued, with the teacher normally being responsible for or...
保存先:
| 出版年: | Zeitschrift für Interaktionsforschung in DaFZ |
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| 主要な著者: | , |
| 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 focuses on the question of the extent to which students use languages other than German in cooperative learning sequences. From a didactic perspective, there is a demand for the multilingualism of students in the classroom to be valued, with the teacher normally being responsible for organizing this (Gürsoy 2010; Gantefort & Maahs 2020). But what about language diversity in schools when teachers are not involved in the teaching/learning process? The empirical basis of the article is data collected as part of the “Cooperate and Communicate” project (Nell-Tuor 2019; Nell-Tuor & Schiesser 2025). Code-switching among students is examined from a conversation analysis perspective. The results of the analysis indicate that multilingual children switch between languages and varieties in a manner that is both addressee- and discourse-oriented (Auer 1998), thereby fulfilling both relationship- and task-related functions. Furthermore, the data indicate that the setting of cooperative learning promotes the use of multilingual skills (Ellwood 2008; Unamuno 2008). |
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| DOI: | 10.17192/ziaf.2025.5.1.8798 |