We investigate the linguistic complexity of oral classroom interactions
in late primary and early secondary school across German school types. The goal
is to explore whether teachers and students align in terms of their use of the
academic language register. We empirically base this investigation on transcriptions
of teacher and student contributions during content matter lessons on the
vaporisation and condensation of water. Across school types and grade levels,
we compare the extent to which teachers offer language that is adaptively rich
in linguistic constructs commonly associated with academic language, such as
deagentivation, nominal style, and cohesive devices. Putting this in relation to
the developing academic language competence of the students, we then compare
the language offered by the teachers to the use of these academic language constructs
in the students’ spoken language contributions. We discuss the methodological
challenges arising from analyzing oral classroom interactions and from
applying automatic linguistic complexity analyses to such data.
| Identifer | oai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:85816 |
| Date | 05 June 2023 |
| Creators | Weiss, Zarah, Lange-Schubert, Kim, Geist, Barbara, Meurers, Detmar |
| Publisher | De Gruyter |
| Source Sets | Hochschulschriftenserver (HSSS) der SLUB Dresden |
| Language | German |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, doc-type:article, info:eu-repo/semantics/article, doc-type:Text |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0022 seconds