Sprache – Voraussetzung und Barriere in Kommunikations- und Lernprozessen.
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| Title: | Sprache – Voraussetzung und Barriere in Kommunikations- und Lernprozessen. |
|---|---|
| Authors: | Nolte, Marianne1 (AUTHOR) marianne.nolte@uni-hamburg.de |
| Source: | Lernen und Lernstörungen. 2026, Vol. 15 Issue 3, p97-100. 4p. |
| Subject Terms: | *Communication in education, *Academic language, *Hearing disorders, *Educational equalization, *Learning disabilities, *Immigrants, *Communication barriers, *Communicative competence |
| Abstract (English): | The article addresses the importance of linguistic competencies in teaching and learning processes with children and adolescents and highlights various barriers that can hinder mutual understanding between teachers, learning therapists, and learners. In particular, it focuses on the hierarchical communication structure, differing expectations, as well as the challenges faced by students with hearing impairments, from educationally disadvantaged families, or with a migration background. The significance of academic language and the joint development of meaning in interactions is emphasized, as is the necessity of professional openness toward unexpected student utterances. Finally, diagnostic approaches and support models are presented that can contribute to assisting learners with linguistic and mathematical difficulties. [Extracted from the article] |
| Abstract (German): | Der Artikel thematisiert die Bedeutung sprachlicher Kompetenzen in Lehr-Lernprozessen mit Kindern und Jugendlichen und zeigt verschiedene Barrieren auf, die das gegenseitige Verstehen zwischen Lehrkräften, Lerntherapeut_innen und Lernenden erschweren können. Dabei wird insbesondere auf die hierarchische Kommunikationsstruktur, unterschiedliche Erwartungshorizonte sowie die Herausforderungen für Schüler_innen mit Hörbeeinträchtigungen, aus bildungsfernen Familien oder mit Migrationshintergrund eingegangen. Die Bedeutung der Bildungssprache und der gemeinsamen Bedeutungsentwicklung in Interaktionen wird hervorgehoben, ebenso wie die Notwendigkeit professioneller Offenheit gegenüber unerwarteten Schüleräußerungen. Abschließend werden diagnostische Ansätze und Fördermodelle vorgestellt, die zur Unterstützung von Lernenden mit sprachlichen und mathematischen Schwierigkeiten beitragen können. [Extracted from the article] |
| Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195151425 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Sprache – Voraussetzung und Barriere in Kommunikations- und Lernprozessen. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nolte%2C+Marianne%22">Nolte, Marianne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> marianne.nolte@uni-hamburg.de</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Lernen+und+Lernstörungen%22">Lernen und Lernstörungen</searchLink>. 2026, Vol. 15 Issue 3, p97-100. 4p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Communication+in+education%22">Communication in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+language%22">Academic language</searchLink><br />*<searchLink fieldCode="DE" term="%22Hearing+disorders%22">Hearing disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication+barriers%22">Communication barriers</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: The article addresses the importance of linguistic competencies in teaching and learning processes with children and adolescents and highlights various barriers that can hinder mutual understanding between teachers, learning therapists, and learners. In particular, it focuses on the hierarchical communication structure, differing expectations, as well as the challenges faced by students with hearing impairments, from educationally disadvantaged families, or with a migration background. The significance of academic language and the joint development of meaning in interactions is emphasized, as is the necessity of professional openness toward unexpected student utterances. Finally, diagnostic approaches and support models are presented that can contribute to assisting learners with linguistic and mathematical difficulties. [Extracted from the article] – Name: Abstract Label: Abstract (German) Group: Ab Data: Der Artikel thematisiert die Bedeutung sprachlicher Kompetenzen in Lehr-Lernprozessen mit Kindern und Jugendlichen und zeigt verschiedene Barrieren auf, die das gegenseitige Verstehen zwischen Lehrkräften, Lerntherapeut_innen und Lernenden erschweren können. Dabei wird insbesondere auf die hierarchische Kommunikationsstruktur, unterschiedliche Erwartungshorizonte sowie die Herausforderungen für Schüler_innen mit Hörbeeinträchtigungen, aus bildungsfernen Familien oder mit Migrationshintergrund eingegangen. Die Bedeutung der Bildungssprache und der gemeinsamen Bedeutungsentwicklung in Interaktionen wird hervorgehoben, ebenso wie die Notwendigkeit professioneller Offenheit gegenüber unerwarteten Schüleräußerungen. Abschließend werden diagnostische Ansätze und Fördermodelle vorgestellt, die zur Unterstützung von Lernenden mit sprachlichen und mathematischen Schwierigkeiten beitragen können. [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195151425 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1024/2235-0977/a000528 Languages: – Code: ger Text: German PhysicalDescription: Pagination: PageCount: 4 StartPage: 97 Subjects: – SubjectFull: Communication in education Type: general – SubjectFull: Academic language Type: general – SubjectFull: Hearing disorders Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Learning disabilities Type: general – SubjectFull: Immigrants Type: general – SubjectFull: Communication barriers Type: general – SubjectFull: Communicative competence Type: general Titles: – TitleFull: Sprache – Voraussetzung und Barriere in Kommunikations- und Lernprozessen. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nolte, Marianne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 22350977 Numbering: – Type: volume Value: 15 – Type: issue Value: 3 Titles: – TitleFull: Lernen und Lernstörungen Type: main |
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