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Wie Sprache dem Verstehen hilft

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International studies such as PISA, TIMSS, and PIRLS show significant correlations between language competencies and educational success. Moreover, didactic
studies show that this correlation can also be assumed for subject-related knowledge and technical language. This suggests that technical language requirements
must also be explicitly addressed in geography lessons to give all students access
to geographical knowledge regardless of their socioeconomic and geographical
origin. So far, there are various conceptual approaches and also partly empirical
findings on language-sensitive geography teaching. However, there are no design
criteria that could be used for the conception of language-sensitive geography lessons in German and could be the basis for effectiveness studies. This work aimed
to develop design criteria for language-sensitive geography lessons and transfer
them into a language-sensitive teaching unit. Secondly, the language-sensitive
teaching unit was tested for its effectiveness concerning geographical knowledge
and technical language.

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Series Title

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Call Number

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Publisher

: Springer VS Wiesbaden., 2022

Collation

XXV, 244

Language

English

ISBN/ISSN

9783658360382

Classification

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Content Type

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Media Type

computer

Carrier Type

online resource

Edition

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Subject(s)

Wie Sprache dem Verstehen hilft

Specific Detail Info

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Statement of Responsibility

García-Álvarez Santina Wey

Other Information

Cataloger

angga

Source

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Validator

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Digital Object Identifier (DOI)

https://link.springer.com/book/10.1007/978-3-658-36038-2

Journal Volume

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Journal Issue

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Subtitle

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Parallel Title

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