Edited By Carmen Spiegel and Daniel Gysin
Die Sprache Jugendlicher in schulischen Kontexten – eine Fallanalyse
The term Youth Language has frequently been criticised in academic contexts. There is common agreement, that there is no homogenous Youth Language, nor can there be – considering diachronic, diastratic, diaphasic and diatopic variations. According to a definition used by Androutsopoulos (cf. the opening quotation) juvenile language would solely be defined by its extracurricular use. The study will attempt to refute this thesis. The underlying hypothesis assumes that different classroom interactions such as group activities or plenary activities enable or prevent the use of Youth Language. Thus, in the following article, the interaction in group phases as well as the presentation of the group’s conclusions/results in the subsequent plenary phase are being analysed. This approach is based on the assumption that group class having an affinity with conceptual orality (Sprache der Nähe) evokes juvenile expressions; in plenary class, however, young students rather avoid using those expressions.
Das Schicksal mancher soziologischer Konzepte ist ihre kontinuierliche semantische Erweiterung, und bei ‚Jugendsprache‘ ist es nicht anders. […] Daher kann heutzutage ‚Jugendsprache‘ nur noch als Oberbegriff für alle Facetten des außerinstitutionellen Sprachgebrauchs im Jugendalter verstanden werden.
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