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First Language: Linguistics and Didactics

Semester 2 · 12405 · 5 year master degree in Primary Education - German section · 10CP · DE


The courses in the "Linguistics and Didactics of German L1" module aim to teach relevant content and academic and teaching methods relating to German as a subject of linguistics, language pedagogy and didactics. The aspects are selected from the point of view of the necessary professional knowledge and competences for specialists in kindergarten and primary school.

Lecturers: Andreas Hapkemeyer, Andrea Abel, Claudia Bettina Scochi, Birgit Alber, Lucia Assenzi

Teaching Hours: 60
Lab Hours: 40
Mandatory Attendance: In accordance with the regulation

Course Topics
See the individual course modules

Teaching format
Lectures and laboratories (in person)

Educational objectives
The students - develop a scientific approach to the structure of language, reflect on the norm and use of the German language and its varieties and sharpen their own language awareness; - know the structure of German (phonology, morphology and syntax), also with regard to regional variation, language change and the complexity of the different language repertoires; - know the stages of language acquisition with special consideration of German as a first language and are aware of the different contexts in language acquisition; - know the legal requirements of the Autonomous Province of Bolzano for kindergarten and primary school; - reflect on the necessary language-related competences of professionals in kindergarten and primary school - can observe and analyse communication processes in kindergarten and school and teaching processes in the classroom and also critically question their own language and communication behaviour; - can apply the basic knowledge they have acquired from linguistics, sociolinguistics, language acquisition research, language pedagogy and didactics in the planning of educational activities (kindergarten) and teaching units (primary school), on communication and interaction in the group and in the observation and assessment of pupils' performance. Expected learning outcomes and competences: Knowledge and understanding - Students know the basic structures of the German language (phonology, morphology and syntax). They know about the variation of German at different linguistic levels (standard language, regional language and dialect). - Through their knowledge of linguistic and language acquisition theory concepts (pragmatic, discursive, semantic and other competences), students learn to understand how these are implemented in didactic contexts in kindergarten and primary school. They can differentiate between text/writing and discourse/orality in relation to the acquisition of language. - They can competently utilise and evaluate scientific knowledge resources. - They understand their own professional and structural contexts against the background of differing regional, national, European and global educational structures. Applying knowledge and understanding - Students can recognise and analyse the basic structures of the German language. - They can reflexively apply the acquired knowledge and extended understanding to professional fields of pedagogy as well as to educational issues and educational practices and gain inspiration for their own teaching practice and its academic analysis. - They will be able to competently assess the linguistic competences of children and young people on the basis of current research findings on German language acquisition and know the basic "milestones" of children's language acquisition in monolingual and multilingual situations. - They are able to harmonise the acquired knowledge with the didactic orientations specified in the "Framework Guidelines" and in other documents relevant to the school context. Judgement - Students are able to form a reflected judgement on pedagogical discourses, language policy strategies and educational institutions in the past and present. - They can make a reflective, pedagogically and linguistically based judgement about their own, regional and local educational area by critically analysing and comparing international, cultural and historical research results. - They can critically and reflexively receive and evaluate empirical language data on children's language acquisition with regard to their own didactic interventions. Communication - When discussing questions of language acquisition and the didactics of German as a first language, students are able to express themselves verbally and in writing in an appropriate and academically reflective manner. - They have the ability to change perspectives on theoretical grounds and to use communicative strategies for cognitive differentiation, relativising strategies and intercultural communication. Learning strategies - Students learn to reflect on their own learning strategies by working on concepts of linguistics and language acquisition research, in particular on the German language. - They are aware that language(s) are subject to temporal and cultural-spatial changes and must always be analysed, reflected on and shaped anew. - They are able to use the available academic knowledge resources and digital media professionally, critically and competently and to develop their own learning processes.

Assessment
Written examination (written exam, duration: 90 minutes) on the contents of the lectures; observation protocol in the laboratories The written examination includes two related sections: - Section 1 on the contents of the lecture Linguistik des Deutschen (45 minutes): The written exam consists of a series of closed tasks on basic concepts of linguistics and on analysing the structures of German (multiple choice, insertion and assignment tasks). - Section 2 of the lecture Spracherwerb und Didaktik der L1 (45 minutes): The written examination consists of an open question on the topics covered in the module section "Language acquisition and didactics of L1". This question must be answered in the form of a structured continuous text. Sample questions for the exam, which serve as a guide to the type and complexity of the examination tasks, will be made available on Teams before the first examination date.

Evaluation criteria
There is an overall assessment for the module on the basis of the written exam and the written assignments for the two laboratories (see description of the laboratories). The following criteria are used throughout the assessment applied: Ability to analyse linguistically, correctness of content, logical structure, clear argumentation, reference to the scientific literature, ability to critically analyse and (self-)reflect, linguistic correctness, use of scientific terminology, independent and reasoned judgement. In accordance with the examination regulations of the faculty, the assessment for each individual course belonging to the module must also be positive for a positive overall assessment of the module performance. In the event of a negative assessment of the overall module, the entire module examination must be repeated. Please note that according to the examination regulations, three attempts without passing will result in a block for three examination dates (see also article 6, paragraph 4 of the valid examination regulations).

Required readings

For the area of ‘German Linguistics’ (Birgit Alber):

  • Alber, Birgit (2022). Linguistik des Deutschen - kompakt und kontrastiv, QuiEdit, Verona (Part I)

For the area of ‘Language acquisition and didactics L1’ (Andrea Abel):

  • Kauschke, Christina (2012): Kindlicher Spracherwerb im Deutschen. Verläufe, Forschungsmethoden, Erklärungsansätze. Berlin - Boston: De Gruyter.
  • Fix, Martin (2008): Texte schreiben: Schreibprozesse im Deutschunterricht. Paderborn: Schöningh
  • Ammon, Ulrich et al. (2016): Die Voll-, Halb- und Viertelzentren des Deutschen. In: Ammon, Ulrich/Bickel, Hans/Lenz, Alexandra Nicole (eds): Variantenwörterbuch des Deutschen: Die Standardsprache in Österreich, der Schweiz, Deutschland, Liechtenstein, Luxemburg, Ostbelgien und Südtirol sowie Rumänien, Namibia und Mennonitensiedlungen. Berlin: De Gruyter. XXXIX-LXII

From the school context:

  • Rahmenrichtlinien für die deutschen Kindergärten (Kapitel „Bildungsvision: kommunikationsfreudige und medienkompetente Kinder“) /Grundschulen in Südtirol (Kapitel „Sprachlich-künstlerisch-expressiver Bereich – Deutsch“)
  • Sprachenkonzept für die deutschen Kindergärten und Grundschulen in Südtirol (2007ff), herausgegeben vom Deutschen Schulamt und Pädagogischen Institut


Supplementary readings

Students who are unable to regularly attend the lecture 'German Linguistics' (Prof Alber) are advised to study the content of the lecture using the following texts:

  • Glück, Alexander, Mara Maya Victoria Leonardi & Claudia Maria Riehl. 2019. Südtirol. In Beyer, Rahel & Albrecht Plewnia (eds.). Handbuch des Deutschen in West- und Mitteleuropa. Tübingen: Narr Francke Attempto Verlag. 245-280.
  • Kehrein, R. im Druck. Deutsche Dialekte, Regionalsprachen und ihre Erforschung im 21. Jahrhundert. Unsere Sprache. Beiträge zur Geschichte und Gegenwart der deutschen Sprache. Köthen.
  • Lameli, Alfred. 2010. Deutsch in Deutschland: Standard, regionale und dialektale Variation. In: H. Krumm, C. Fandrych, B. Hufeisen & C. Riemer (eds.). Handbuch Deutsch als Fremd- und Zweitsprache (Neubearbeitung). Berlin, New York: Mouton de Gruyter. (Handbücher zur Sprach- und Kommunikationswissenschaft 19.) pp. 385-398.
  • Lanthaler, Franz. 1997. Varietäten des Deutschen in Südtirol. In Stickel, G. (ed.). Varietäten des Deutschen. Regional- und Umgangssprachen. De Gruyter, Berlin. 364-383.
  • Lanthaler, Franz. 2007. Die deutsche Sprache in in Südtirol - einige soziolinguistische Aspekte. In Drumbl, J. & H. Sitta (2012) (ed.). Franz Lanthaler. Texte zu Sprache und Schule in Südtirol (1974-2012). Edizioni alphabeta Verlag, Meran. 207-234.
  • Meibauer, Jörg, Ulrike Demske, Jochen Geilfuß-Wolfgang, Jürgen Pafel, Karl Heinz Ramers, Monika Rothweiler & Markus Steinbach (2007²). Einführung in die germanistische Linguistik. 3rd edition. J.B. Metzler Verlag, Stuttgart/Weimar. Chapters 2-4.
  • Additional material: available on OLE

For the area "First-Language Acquisition and Teaching" (Prof. Abel)

  • Bredel, Ursula et al. (2006): Didaktik der deutschen Sprache - Band 1& 2: Ein Handbuch. Paderborn: Schöningh.
  • Riehl, Claudia Maria (2014): Mehrsprachigkeit: eine Einführung. Darmstadt: Wissenschaftliche Buchgesellschaft.
  • Tracy, Rosemarie (2008²): Wie Kinder Sprachen lernen. Und wie wir sie dabei unterstützen können. Tübingen: Narr Francke


Further information
Additional literature may be announced during the course


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Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.

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Modules

Semester 2 · 12405A · 5 year master degree in Primary Education - German section · 3CP · DE

Module A — German Linguistics

The course 'Linguistics of German' focuses on the linguistic structures of German. This includes above all the sound structure (phonology) and the formal structure of words (morphology) and sentences (syntax). The linguistic structures of German are presented taking into account their variation in space (regional variation) and in the vertical dimension (standard language, regional language, dialect), whereby reference is made to the special linguistic situation of South Tyrol. The linguistic structures are also presented in the context of children's language acquisition and their relevance for teaching at primary level.

Lecturers: Birgit Alber

Teaching Hours: 30
Lab Hours: 0

Course Topics
Basic phonological, morphological and syntactic structures of German ; The varieties of German: Variation in the horizontal and vertical dimension; basic concepts of linguistic variation (standard language, regional language, dialect); overview of the German dialect landscape. Varieties of German in South Tyrol: features of the Tyrolean dialect, variation in regional language and standard usage. Relevance of linguistic structures of German in language acquisition and teaching

Teaching format
Lecture with media support, discussion, exercises

Required readings
  • Alber, Birgit (2022). Linguistik des Deutschen kompakt und kontrastiv, QuiEdit, Verona (Teil I)
  • additional material: accessible on OLE


Supplementary readings

Students who are unable to attend lectures regularly are advised to study the content of the lecture using the following texts:

  • Glück, Alexander, Mara Maya Victoria Leonardi & Claudia Maria Riehl. 2019. Südtirol. In Beyer, Rahel & Albrecht Plewnia (Hg.). Handbuch des Deutschen in West- und Mitteleuropa. Tübingen: Narr Francke Attempto Verlag. 245-280.
  • Kehrein, Roland. 2018. Deutsche Dialekte, Regionalsprachen und ihre Erforschung im 21. Jahrhundert. Unsere Sprache. Beiträge zur Geschichte und Gegenwart der deutschen Sprache. Köthen. 89–123.
  • Lameli, Alfred. 2010. Deutsch in Deutschland: Standard, regionale und dialektale Variation. In: H. Krumm, C. Fandrych, B. Hufeisen & C. Riemer (Hg.). Handbuch Deutsch als Fremd- und Zweitsprache (Neubearbeitung). Berlin, New York: Mouton de Gruyter. (Handbücher zur Sprach- und Kommunikationswissenschaft 19.) S. 385-398.
  • Lanthaler, Franz. 1997. Varietäten des Deutschen in Südtirol. In Stickel, G. (Hg.). Varietäten des Deutschen. Regional- und Umgangssprachen. De Gruyter, Berlin. 364-383.
  • Lanthaler, Franz. 2007. Die deutsche Sprache in in Südtirol - einige soziolinguistische Aspekte. In Drumbl, J. & H. Sitta (2012) (Hg.).
  • Lanthaler, Franz. Texte zu Sprache und Schule in Südtirol (1974-2012). Edizioni alphabeta Verlag, Meran. 207-234.
  • Meibauer, Jörg, Ulrike Demske, Jochen Geilfuß-Wolfgang, Jürgen Pafel, Karl Heinz Ramers, Monika Rothweiler & Markus Steinbach (2007²). Einführung in die germanistische Linguistik. 3. Auflage. J.B. Metzler Verlag, Stuttgart/Weimar. Kap. 2-4.
  • Rabanus, Stefan, Ermenegildo Bidese & Silvia Dal Negro. 2019. Deutsch als Minderheitensprache in Italien. In J. Herrgen & J.E. Schmidt (Hg.). Sprache und Raum: Ein internationales Handbuch der Sprachvariation. Band 4: Deutsch, Vol. 30.4. 1096-1114. De Gruyter Mouton, Berlin/Boston.


Semester 2 · 12405B · 5 year master degree in Primary Education - German section · 2CP · DE

Module B — German Linguistics (Lab.)

In the laboratory, students are familiarised with the methods and strategies of linguistics in practical application. The linguistic structures presented in the lecture are analysed and described in the laboratory with the help of linguistic data. The aim of the laboratory is to learn how to deal with linguistic data.
Part of the laboratory is also the preparation of a written observation report in linguistics, in connection with the internship completed during the first year of study. Students who do not complete an internship can arrange an alternative written production with the laboratory lecturers. The submission of an appropriate text in accordance with the specified guidelines is a prerequisite for successfully completing the module.

Lecturers: Andrea Abel, Birgit Alber, Lucia Assenzi, Claudia Bettina Scochi

Teaching Hours: 0
Lab Hours: 20 Gruppe 1: Prof. Dr. Birgit Alber (15 Stunden) und Prof. Dr. Andrea Abel (5 Stunden) Gruppe 2 und 4: Dr. phil. Claudia Bettina Scochi Gruppe 3: dr. Lucia Assenzi

Semester 2 · 12405C · 5 year master degree in Primary Education - German section · 3CP · DE

Module C — First-Language Acquisition and Teaching

The course deals with the principles of language acquisition and first language didactics, also with regard to aspects of multilingualism. It deals with competence-orientation in the working areas of the school subject.
It analyses and reflects on pedagogical educational activities, lessons and school materials.

Lecturers: Andrea Abel

Teaching Hours: 30
Lab Hours: 0

Semester 2 · 12405D · 5 year master degree in Primary Education - German section · 2CP · DE

Module D — First-Language Acquisition and Teaching (Lab.)

The laboratory course deepens the practical content presented in the lecture. It deals with the various aspects of children's language acquisition, language education in kindergarten and language didactic principles in primary school in an analytical and operational form. The laboratory sharpens the ability to analyse and observe language status, forms of communication and educational activities. Exercises for planning educational activities, teaching units and language support measures are discussed. In addition, didactic materials are analysed and reflected upon in the laboratory.
Part of the laboratory is also the preparation of a written observation report on language acquisition/didactics, in connection with the internship completed during the first year of study. Students who do not complete an internship can arrange an alternative written production with the laboratory lecturers. The submission of an appropriate text in accordance with the specified guidelines is a prerequisite for successfully completing the module.

Lecturers: Andrea Abel, Andreas Hapkemeyer, Claudia Bettina Scochi

Teaching Hours: 0
Lab Hours: 20 Gruppe 1 und 2: Prof. Dr. Andrea Abel Gruppe 3: Dr. phil. Claudia Bettina Scochi Gruppe 4: Dr. habil. Andreas Hapkemeyer

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