Journal for Educational Research Online (JERO): Issue 1/2024, 16. Volume Addressing and Attributions in Dealing With Linguistic Heterogeneity: Insights Into Texts by Student Teachers

Publication date: 06.03.2025
The article focuses on the question of how the naming practices of student teachers in seminars on dealing with linguistic heterogeneity are presented. The tension between naming differences and addressing them pedagogically and didactically on the one hand and re-producing and maintaining differences through naming on the other hand is examined. For this purpose, text contributions of students from a course of the integrated model on “Linguistic Heterogeneity and German as a Second Language (DaZ)” at the University of Hamburg were empirically examined by means of a functional-semantic analysis adapted to the research question. The article uses an assignment from the field of language diagnostics as an example to show where critical aspects of language sensitivity (in the sense of language as an instrument) lie in teacher training. Based on this, perspectives on the reflexive handling of markers of difference and forms of othering are developed.

Keywords
linguistic heterogeneity, difference marking, addressing, language diagnostics