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Original Title
Sprachliche Heterogenität im Musikunterricht
Parallel titleTeaching as communication. A contingency-based approach
Authors
SourceNiessen, Anne [Hrsg.]; Knigge, Jens [Hrsg.]: Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung. Münster ; New York : Waxmann 2015, S. 235-249. - (Musikpädagogische Forschung; 36)
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License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (from a serial)
ISBN978-3-8309-3313-7; 9783830933137
ISSN0937-3993; 09373993
LanguageGerman
Year of creation
review statusPeer-Reviewed
Abstract (English):Until now there have been available practically no tests or findings within the German-speaking countries to measure language diversity and musical knowledge in music classes. Though teaching addresses students from different cultural and linguistic backgrounds, there seems to be a desideratum. The pilot study was carried out by the use of C-tests on (linguistic) musical knowledge. Test validity was guaranteed by curricular analysis as well as by using original texts from schoolbooks as part of the testing material. Findings illustrate the strong influences of the learner’s mother language and the types of schools they attend. Furthermore, a debate on the overall difficulty of learner’s media is proposed. (DIPF/Orig.)
is part of:Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung
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Date of publication14.12.2016
CitationAhlers, Michael; Seifert, Andreas: Sprachliche Heterogenität im Musikunterricht - In: Niessen, Anne [Hrsg.]; Knigge, Jens [Hrsg.]: Theoretische Rahmung und Theoriebildung in der musikpädagogischen Forschung. Münster ; New York : Waxmann 2015, S. 235-249. - (Musikpädagogische Forschung; 36) - URN: urn:nbn:de:0111-pedocs-126385 - DOI: 10.25656/01:12638
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