• The Conference
  • Home
  • Programme
  • Venue & directions
  • Organizing Committee
  • Scientific Committee
  • Exhibitors & sponsors
  • Satellite events
  • Conference Party
• Past & future
  • Previous symposia
  • Finland 2014
  • Spain 2016
• About FU Berlin
  • University homepage
  • Humanities at FU

Programme: accepted abstracts

Abstract ID: 1257

Part of Session 108: Negotiating communicative practices in school (Other abstracts in this session)

Academic discourse practices across domains – empirical findings and failings

Authors: Redder, Angelika
Submitted by: Redder, Angelika (University of Hamburg, Germany)

The presentation will mainly address the last question outlined for the thematic session. Based on a rich corpus of natural classroom discourse and linguistic experiments (verbalizations of video clips) ranging from classes 1° to 5° some core features of academic discourse practices shall be demonstrated. These core features are described in terms of functional-pragmatic analysis (Redder 2008). Thus theoretically taking the complexity of linguistic action seriously, the linguistic requirements and expectations in educational settings can be spelled out as to cover dimensions of (more or less institutionally modified) pragmatical competencies, of semantic competencies on different conceptual levels and of discursive competencies involving the interlocuter’s part of communication – besides covering the phonological dimension, the morpho-syntactical and the literal one. The empirical interaction of these linguistic dimensions for each classroom level will be modelled in what I call a “grid of linguistic competencies” (Grasser & Redder 2011). In general it represents normal standards for  linguistic proficiencies in educational settings. Those parts of the grid that foster or induce a qualitative development to the next zone of educational proficiency or knowledge of subject-domains are to be identified as cognitive academic language proficiency. Hence the descriptive term of academic language will be reanalysed from a methodological point of view, especially in terms of psycholinguistic procedures performed by linguistic means (Redder fc.). Findings and failings from evidence-based analysis will be presented in order to profile the concept of a linguistic grid of competencies and to show the academic linguistic potential of certain interactions of means-end-relations across domains.

Grasser, B. & Redder, A. (2011) Schüler auf dem Weg zum Erklären – eine funktional-pragmatische Fallanalyse. In: Hüttis-Graff, P. & Wieler, P. (Hrsg.) Übergänge zwischen Mündlichkeit und Schriftlichkeit im Vor- und Grundschulalter. Freiburg: Fillibach, 57-78

Redder, A. (2008) Functional Pragmatics. In: Antos, G. & Ventola, E. (eds.) Interpersonal Communication. (Handbook of Applied Linguistics, Vol 2) Berlin: de Gruyter, 133-178

Redder, A. (fc.) Wissen, Erklären und Verstehen im Sachunterricht. In: Roll, H. & Schilling, A. (Hrsg.) Festschrift für W. Grießhaber. Duisburg: Universitätsverlag Rhein-Ruhr