Native Speaker(ism) in der Sprach(stands)diagnostik im Kontext migrationsbedingter Mehrsprachigkeit.
The term native speaker is not explicitly mentioned in any of the language assessment tools that have been developed in recent years as a basis for the language education of bilingual and multilingual children and young people in (so-called) German-speaking countries. Nevertheless, here too, the nat...
| Publicado en: | Zeitschrift für Interkulturelle Germanistik Vol. 16; pp. 71 - 84 |
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| Formato: | Artículo |
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Transcript Verlag
2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=190979161&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 190979161 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 18693660 G8W3 jtl: Zeitschrift für Interkulturelle Germanistik issn: 18693660 maglogo: N pubinfo: dt: 2025 vid: 16 pid: 87285 pub: Transcript Verlag artinfo: ui: 190979161 10.14361/zig-2025-160108 ppf: 71 ppct: 13 formats: tig: atl: Native Speaker(ism) in der Sprach(stands)diagnostik im Kontext migrationsbedingter Mehrsprachigkeit. aug: au: Dirim, İnci affil: Universität Wien su: Native language Language ability testing Multilingualism Multicultural education Bilingual education Mass migrations sug: subj: Native language Language ability testing Multilingualism Multicultural education Bilingual education Mass migrations keyword: language assessment multilingualism nationbuildung native speaker native speakerism ab: The term native speaker is not explicitly mentioned in any of the language assessment tools that have been developed in recent years as a basis for the language education of bilingual and multilingual children and young people in (so-called) German-speaking countries. Nevertheless, here too, the native speaker is usually the hidden construct on which the tools are based. In the following, we will first discuss the reasons for this and how this orientation can be assessed from a migration education (Migrationspädagogik) perspective. Finally, two language assessment instruments (HAVAS 5 and ELA) are presented in which an attempt was made to soften the sole orientation towards natiolectal norms and the extent to which this also overcame the orientation towards the native speaker construct is discussed. pubtype: Academic Journal doctype: Article src: R language: German refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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