Sprachliche Anforderungen in Lehrwerkstexten – Eine Vignettenstudie zu den sprachlichen Analysefähigkeiten von Lehrkräftebildner*innen des Vorbereitungsdienstes

Abstract

In language education across the curriculum, language-sensitive teaching is generally regarded as something that should ideally be integrated in every subject and by every subject teacher. Following the scaffolding approach, language-sensitive lesson planning includes a linguistic analysis of the teaching materials. This study focuses on teacher trainers in the second phase of teacher training (the training on the job after completing the requisite degree) and their linguistic analysis skills. The article presents the results of a vignette study in which teacher trainers were asked to identify and describe linguistic features as part of a needs analysis in teaching materials. The results show that teacher trainers focus in particular on lexical features of educational and technical language, whereas syntactic and discursive text features are addressed less frequently. The results allow conclusions to be drawn about the current professionalization for language education of prospective subject teachers. Furthermore, the findings have implications for the continuous professional development of teacher trainers in the induction phase.