DAZHOCHZWEI
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Project DAZHOCHZWEI

Implementation of linguistically based language training in the (continuing) education of Hessian teachers

The aim of the project DAZHOCHZWEI is to train teachers working in the field of language support for children with German as a second language. The focus is on providing support in conveying and implementing the linguistically based language training approach developed at the Professorship for German as a Second Language (Goethe University, Prof. Dr. Petra Schulz).

The project DAZHOCHZWEI is a cooperation between the Professorship for German as a Second Language (Goethe University, Prof. Dr. Petra Schulz), the Ministry of Education, Hesse, and the Teacher Academy, Hesse. DAZHOCHZWEI aims at implementing a linguistically based language intervention for children into the (continuing) education program for primary school teachers in Hesse.

The project targets i) professionals teaching the preparatory courses („Vorlaufkurse“) for children that need support in their language development in the last year before primary school, ii) teachers in Hessian technical schools for social affairs training educators for day care centers, iii) trainers in German as a second language in Hessian study seminars and iv) experts in school administration.

After the identification of the teachers’ specific needs we offer adapted trainings and coachings as well as recommendations for language assessment and the development of curricula. Our approach of a linguistically based language intervention helps to strengthen the teachers’ competencies regarding language assessment and language intervention. The acquired knowledge and skills become part of the professional knowledge of all protagonists involved in early language intervention.

Selected Publications

Geyer, S., Voet Cornelli, B., Lemmer, R., Müller, A., Schulz, P. (2019). Sprachförderung für Schülerinnen und Schüler mit Deutsch als Zweitsprache: Mythen und Fakten. In J. Ziehm, B. Voet Cornelli, M. Großmann, B. Menzel (ed.), Schule migrationssensibel gestalten (11–13). Weinheim, Basel: Beltz.

Lemmer, R., Huschka, S., Geyer, S., Brandenburg, J., Ehm, J.-H. Lausecker, A., Schulz, P. & Hasselhorn, M. (2019). Sind Fortbildungsmaßnahmen zu linguistisch fundierter Sprachförderung wirksam? – Analysen zu den Kompetenzen von Fachkräften und mehrsprachigen Kindern. Frühe Bildung, 8(4), 181–186.

Voet Cornelli, B., Geyer, S., Müller, A., Lemmer, R. & Schulz, P.  (2020). Vom Sprachprofi zum Sprachförderprofi – Linguistisch fundierte Sprachförderung in Kita und Grundschule. Weinheim: Beltz.