Handlungskompetenz und Adaptivität in der Sprachförderung: Ergebnisse aus einer Interventionsstudie.
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| Title: | Handlungskompetenz und Adaptivität in der Sprachförderung: Ergebnisse aus einer Interventionsstudie. |
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| Alternate Title: | Adaptivity and Practical Competence in Language Support – Results from an Intervention Study. |
| Authors: | Böse, Jannika1 (AUTHOR) jannika.boese@tu-dortmund.de, Scherger, Anna-Lena1 (AUTHOR) |
| Source: | Lernen und Lernstörungen. 2025, Vol. 14 Issue 2, p63-73. 11p. |
| Subject Terms: | *Children's language, *Prerequisites (Education), *Educational programs, Linguistic change |
| Abstract (English): | Abstract: Background: The adjustment (adaptivity) of content to the learning situation of children is a prerequisite for successful educational interventions. This also applies to the area of language support. It is assumed that the adaptability of linguistic structures to the child's language level is associated with greater success in language support. Basic knowledge and diagnostic skills are considered necessary. Method: This article deals with the change of the performance of language support in the context of a training program for educational staff. The language support performance was investigated in relation to the frequency with which previously learned language support strategies were used before and after the intervention period using video analysis. The second-language skills of participating children were included in the analyses to evaluate adaptivity. Results: The results indicate that the participating practitioners used complex language support strategies more frequently after the intervention than at the start of the project, while simple language support strategies were used less frequently at the second test time. Together with other results of the project, this shows that changes can be observed at all levels of competence of the professionals measured. However, no adaptive use of language support strategies was observed at either test time. Discussion: In light of the overall results, this article discusses methodological and theoretical aspects of adaptive language support. [ABSTRACT FROM AUTHOR] |
| Abstract (German): | Zusammenfassung:Hintergrund: Die entwicklungsproximale Anpassung (Adaptivität) von Inhalten an die Lernausgangslage von Kindern gilt als Voraussetzung erfolgreicher Fördermaßnahmen. Dies gilt auch für den Bereich der Sprachförderung. So wird davon ausgegangen, dass die Adaptivität des sprachlichen Angebots entsprechend der kindlichen Ausgangslage mit einem größeren Erfolg der Sprachförderung einhergeht. Grundlagenwissen sowie diagnostische Kompetenzen werden dabei als Voraussetzungen betrachtet. Methode: Der vorliegende Artikel befasst sich mit der Veränderung von Handlungskompetenzen pädagogischer Fachkräfte in Bezug auf Sprachförderung im Rahmen eines Fortbildungsprojekts. Untersucht wurde die Sprachförder-Performanz in Bezug auf die Häufigkeit des Einsatzes zuvor erlernter Sprachförderstrategien vor und nach der Interventionszeit mittels Videoanalyse. Für die Überprüfung der Adaptivität wurde der Sprachstand der teilnehmenden Kinder in die Analysen einbezogen. Ergebnisse: Die Ergebnisse zeigen, dass die teilnehmenden Fachkräfte nach der Intervention häufiger komplexe Sprachförderstrategien anwenden, während einfache Sprachförderstrategien zum zweiten Testzeitpunkt weniger häufig angewendet wurden. Zusammen mit weiteren Ergebnissen des Projekts zeigt dies, dass Veränderungen auf allen erhobenen Kompetenzebenen der Fachkräfte zu beobachten sind. Es konnte jedoch zu beiden Testzeitpunkten kein adaptives sprachförderliches Verhalten festgestellt werden. Diskussion: Vor dem Hintergrund der Gesamtergebnisse werden im vorliegenden Artikel methodische und theoretische Aspekte adaptiver Sprachförderung diskutiert. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Abstract: Background: The adjustment (adaptivity) of content to the learning situation of children is a prerequisite for successful educational interventions. This also applies to the area of language support. It is assumed that the adaptability of linguistic structures to the child's language level is associated with greater success in language support. Basic knowledge and diagnostic skills are considered necessary. Method: This article deals with the change of the performance of language support in the context of a training program for educational staff. The language support performance was investigated in relation to the frequency with which previously learned language support strategies were used before and after the intervention period using video analysis. The second-language skills of participating children were included in the analyses to evaluate adaptivity. Results: The results indicate that the participating practitioners used complex language support strategies more frequently after the intervention than at the start of the project, while simple language support strategies were used less frequently at the second test time. Together with other results of the project, this shows that changes can be observed at all levels of competence of the professionals measured. However, no adaptive use of language support strategies was observed at either test time. Discussion: In light of the overall results, this article discusses methodological and theoretical aspects of adaptive language support. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 22350977 |
| DOI: | 10.1024/2235-0977/a000463 |
