Task-basierte Interaktionsmuster an bilingualen Montessori-Grundschulen (Dissertationsvorhaben).

Autor/in	Winnefeld, Jana
Titel	Task-basierte Interaktionsmuster an bilingualen Montessori-Grundschulen (Dissertationsvorhaben).
Quelle	In: Fremdsprachen lehren und lernen, 41 (2012) 2, S. 129-135 PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen 1; Anmerkungen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0932-6936
Schlagwörter	Montessori-Pädagogik; Qualitative Forschung; Grundschule; Interaktion; Montessori-Pädagogik; Grundschule; Bilinguale Schule; Interaktion; Aufgabenorientierung
Abstract	For Montessori schools offering an L2 in an environment where individual learning is prevalent oral production does not seem to be a trivial issue. This article presents a project investigating output and interaction opportunities offered by Task-based Language Learning (TBLL) in a bilingual Montessori context. In a brief summary of the theoretical background covering TBLL and possible effects of oral production and interaction on learner language, the potential of Jigsaw, Information Gap, communicative, and collaborative tasks is also discussed. Relevant factors such as meaning-negotiation and peer assistance (e.g. co-construction) during dyadic task work are considered. The paper ends with the description of a planned qualitative case study on language production and interactive patterns in a bilingual Montessori elementary class without and with tasks. In addition, the development of L2 speaking skills will be examined in pre-, post-, and delayed post-tests. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2013/2