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Mehrsprachigkeit in der Lehrerbildung

Modelle, Konzepte und empirische Befunde für die Fremd- und Zweitsprachendidaktik

Edited By Isabelle Mordellet-Roggenbuck, Markus Raith and Katja Zaki

Der Sammelband umfasst theoretisch-konzeptionelle und empirische Beiträge aus der Romanistik, Germanistik / DaF-DaZ, Anglistik und den Bildungswissenschaften. Die Beiträge beleuchten unterschiedliche Dimensionen von Mehrsprachigkeit und diskutieren ihre Relevanz für die universitäre Fremdsprachenlehrerbildung. Im Mittelpunkt steht die Frage, wie angehende Lehrkräfte auf die Herausforderungen individueller, gesellschaftlicher und schulischer Mehrsprachigkeit vorbereitet werden können und welche Strategien zur Förderung von Mehrsprachigkeit zu entwickeln sind. Der Band vertieft die Vorträge und Diskussionen des 2017 an der Pädagogischen Hochschule Freiburg abgehaltenen Symposiums zur Mehrsprachigkeit im Rahmen der Jahrestagung der Deutschen Gesellschaft für Fachdidaktik

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Teaching Punctuation in a Multilingual Perspective

Pierangela Diadori

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Abstract: The communicative role of punctuation does not always correspond to a syntactic or prosodic function, therefore, a comparative and multilingual approach is crucial in order to develop an interpunctive awareness and competence in students of other languages. This paper will discuss these points, offering examples on teaching Italian punctuation to foreign students who already know another romance language.

Punctuation is a neglected field in foreign language teaching due to the lack of a common theoretical framework, of consistent comparative studies, and of good practices to be used in teacher training. According to the communicative perspective of the Basel School (Ferrari 2003), punctuation is not universal and follows a different logic in different languages and cultures: in certain languages (like German and Polish) it mostly reflects a syntactic ratio, while in others (like Italian, French, and Spanish) the writer is allowed to express, through punctuation, which discourse units will have a higher informative function than others. In Romance languages the communicative role of punctuation does not always correspond to a syntactic or prosodic function, therefore a comparative and multilingual approach (as described e.g. in Candelier et al. 2007, Rückl 2016) is crucial in developing an adequate interpunctive awareness in students of other languages. This paper will discuss these arguments, offering examples on teaching Italian punctuation to foreign students who already know another Romance language.

West Germanic languages (English, German, and Dutch) have various linguistic features in common, while other characteristics associate Romance languages (Italian, Spanish,...

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