Sprache – Voraussetzung und Barriere in Kommunikations- und Lernprozessen.
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| Title: | Sprache – Voraussetzung und Barriere in Kommunikations- und Lernprozessen. |
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| 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] |
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| Database: | Education Research Complete |
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| Abstract: | 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] |
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| ISSN: | 22350977 |
| DOI: | 10.1024/2235-0977/a000528 |
