Learning assignments in teacher training: Students develop linguistic sensitivity in subject teaching

Abstract

It is the responsibility of teacher training to prepare (prospective) teachers for linguistically diverse classrooms. Especially for students with “regular” school subjects and additional education in German as a Second Language, it is considered to be of special importance to develop linguistic sensitivity in subject teaching. In this article, a learning assignment is presented that tasks students to plan a linguistically responsive subject lesson using the Scaffolding concept, i.e., finding a meaningful interconnection of language and subject-related learning targets, anticipating challenges during realisation, and integrating supportive methods in promoting (academic) language skills. As a theoretical framework, the DaZKom model is employed, which differentiates teaching competences in German as a Second Language into 19 “facets” and assumes development of competency along three stages. The learning target of the presented assignment is first allocated to the macro-scaffolding facet, in relation to other facets. Looking at three exemplary lessons planned by students, different approaches to add linguistic targets to a subject lesson are illustrated and the