Literaturnachweis - Detailanzeige
Autor/inn/en | Ahlers, Michael; Seifert, Andreas |
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Titel | Sprachliche Heterogenität im Musikunterricht. Paralleltitel: Teaching as communication. A contingency-based approach. |
Quelle | Aus: Niessen, Anne (Hrsg.); Knigge, Jens (Hrsg.): Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung. Münster; New York: Waxmann (2015) S. 235-249
PDF als Volltext |
Reihe | Musikpädagogische Forschung. 36 |
Sprache | deutsch |
Dokumenttyp | online; Sammelwerksbeitrag |
ISSN | 0937-3993 |
ISBN | 978-3-8309-3313-7 |
URN | urn:nbn:de:0111-pedocs-126385 |
Schlagwörter | Bildungssprache; Empirische Untersuchung; Inhaltsanalyse; Test; Curriculum; Deutschland; Fachsprache; Inhaltsanalyse; Schüler; Schulbuch; Test; Heterogenität; Schuljahr 07; Schulform; Schüler; Curriculum; Schulbuch; Musikunterricht; Migrationshintergrund; Migrationshintergrund; Fachsprache; Heterogenität; Deutschland |
Abstract | Until now there have been available practically no tests or findings within the German-speaking countries to measure language diversity and musical knowledge in music classes. Though teaching addresses students from different cultural and linguistic backgrounds, there seems to be a desideratum. The pilot study was carried out by the use of C-tests on (linguistic) musical knowledge. Test validity was guaranteed by curricular analysis as well as by using original texts from schoolbooks as part of the testing material. Findings illustrate the strong influences of the learner's mother language and the types of schools they attend. Furthermore, a debate on the overall difficulty of learner's media is proposed. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2017/2 |