Language Studies and Didactics

The focus of the Language Department in teaching and research is on the "development of literal competencies" of all students in heterogeneous, also digital teaching/learning contexts. The focus here is in particular on raising awareness of individual learner needs. The development of professional competencies on the part of students and teachers to support language, reading and writing learning processes, as well as the consideration of developmental processes on the part of learners, strengthen the profile.

For the preparation of teachers of all subjects and different school types, we have, among other things, built up the specialist library "Language" with literature and specific support offers. Projects such as "Teacher Education in German: Further Development of Language Education Engagement through Participation (LehrWEP)", "Language Education in Practice - Students Engage in Language Education at School (SpraBiP)", "Plurality as a Learning Opportunity (PluraL)", "Students support students (S3)", “Language Network (NeWS)” and "Promotion of German as a Second Language for Children and Young People with a Migration Background" in the project module support and assist schools in the area of German as a foreign/second or educational language.
We also initiate, promote and accompany voluntary work by students in cooperation with various practice partners. In addition, students can acquire the "DaZ certificate" in the institute parallel to their compulsory studies.

In the empirical research of the department, special interest is given to national and international connectivity of written language education. Exemplary for this are also advisory activities for reviews of the educational standards in German by means of comparative examinations in grades 6 and 8. Person- and video-based observations of macro- and micro-processes in German and language education classes of all subjects during the cooperation in the research center ERLE provide insights into (possible) teaching-learning formats in heterogeneous learning groups and new contents and formats in teacher training. In addition, cross-phase development and transfer projects strengthen connections between scientific theory development and practical classroom design, and tests and improves ways of implementing subject didactic digital innovations in classroom development.