Kindliche Kommunikation als Gegenstand sprachwissenschaftlicher Forschung.

Autor/inn/en	Rehbein, Jochen; Meng, Katharina
Titel	Kindliche Kommunikation als Gegenstand sprachwissenschaftlicher Forschung. Paralleltitel: Child communication as an object of linguistic research.
Quelle	Aus: Meng, Katharina (Hrsg.); Rehbein, Jochen (Hrsg.): Kindliche Kommunikation. Einsprachig und mehrsprachig. Mit einer erstmals auf Deutsch publizierten Arbeit von Lev S. Vygotskij zur Frage nach der Mehrsprachigkeit im kindlichen Alter. Münster u.a.: Waxmann (2007) S. 1-38Verfügbarkeit
Reihe	Mehrsprachigkeit. 1
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISSN	1433-0792
ISBN	3-8309-1188-2; 978-3-8309-1188-3
Schlagwörter	Gesellschaft; Kommunikation; Kindheitsforschung; Familie; Medien; Schule; Sprachentwicklung; Spracherwerb; Sprachforschung; Mehrsprachigkeit; Sprachwissenschaft; Einflussfaktor; Theorie; Welt
Abstract	In this introductory paper, the concept of child language development is localized in the debate of ontogenesis of phrase structure grammar vs. ontogenesis of linguistic communication. The discussion traces the psychological and linguistic grassroots of ontogenetic child language research from its precursors in the 19th century up to the cognitivism of Jean Piaget, the pre-pragmatics of Karl Bühler and the socially oriented psychology of Lev Vygotskij in the early 20th century. According to Vygotskij, child language acquisition is to be regarded as the appropriation of linguistic activity and speech actions (~ Aneignung sprachlichen Handelns) in the course of child communication, which means that, psychologically speaking, the processing of linguistic communication is synchronized to the age specific development of language. Two more recent theoretical approaches of child communication, Activity Theory and functional-pragmatic Action Theory, are synthesized und a Vygotskyan perspective and extended to aspects / the field of multilingual development and of the multilingually constituted human linguistic ability. Accordingly, stages of the linguistic reception process (from perceptual parsing to a cognitive-mental based understanding) play an essential role for the deployment of life-long multilingualism. Starting from a context of early family talk, the child is socially structured by its passage through the communication within various institutions of early education, schooling, peer group, professional training etc. in pre-school and school communication, the framework of the concepts of speech situation, discourse, and text habitualization exercises also a structuring effect on child communication and its development: discourse abilities are stimulated by joint adult-child activities of reading from picture books, story telling and mutual reflecting of experiences etc., while text abilities are mainly formed in school contexts. The article also points to the social genesis of mental operations of a higher order connected to the differentiation of linguistic abilities, especially of multilingual abilities, and concludes with an outline of ontogenetic processes and procedures in child communication. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/2