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| Autoren | Heller, Vivien; Morek, Miriam |
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| Titel | Academic discourse as situated practice. An introduction. |
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| URL | https://doi.org/10.1016/j.linged.2014.01.008 |
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| URN, persistent | 10.1016/j.linged.2014.01.008 |
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| Erscheinungsjahr | 2015, H. 31 |
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| Seitenzahl | S. 174-186 |
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| Zeitschrift | Linguistics and education |
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| ISSN | 0898-5898 |
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| Dokumenttyp | Zeitschriftenaufsatz; gedruckt; online |
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| Sprache | englisch |
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| Forschungsschwerpunkt | Chancengerechtigkeit und Teilhabe. Sozialer Wandel und Strategien der Förderung |
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| Schlagwörter | Sprachanalyse; Normativität; Interaktion; Sprachunterricht; Mathematikunterricht; Schuljahr 05; Schüler-Lehrer-Beziehung; Konversationsanalyse; |
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| Abstract | This introduction systematizes previous research on academic language (AL), differentiating between communicative, epistemic and social functions of academic discourse. Pointing to some limitations of existing – mainly register-based – approaches to AL, such as the written language bias, the abstraction from actual language users and contextual realizations, we advocate a practice-based approach to academic discourse. We put forward a concept of academic discourse practices that is grounded in interactional sociolinguistics and ethnomethodological conversation analysis. It acknowledges the situatedness of academic discourse practices, their role in identity construction and stresses the importance of contextualization competence for mastering such discursive demands. Finally, we give an overview of the contributions to this issue and explicate their interrelations (Orig.). |
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| Projekt | Interaktive Verfahren der Etablierung von Passungen und Divergenzen für sprachliche und fachkulturelle Praktiken im Deutsch- und Mathematikunterricht
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| Förderkennzeichen | 01JC1112 |
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