Grammar teaching in inclusive learning groups A reconstructive analysis of subject-specific teaching

This article argues that the relationship between subject-related and social participation is of paramount importance for inclusion-oriented subject teaching research. Firstly, subject teaching is understood as a social practice that is characterised by a specific complexity of the temporal, social...

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Published inRISTAL : Research in Subject-matter Teaching and Learning Vol. 7; no. 1; pp. 61 - 75
Main Authors Hackbarth, Anja, Müller, Anja
Format Journal Article
LanguageEnglish
Published Vienna Sciendo 01.07.2024
De Gruyter Poland
Subjects
Didaktik
documentary method
Dokumentarische Methode
Fachlichkeit
grammar teaching
Grammatikunterricht
inclusion
Inklusion
social participation
social practice
soziale Partizipation
subject-related knowledge
Unterricht
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Summary:This article argues that the relationship between subject-related and social participation is of paramount importance for inclusion-oriented subject teaching research. Firstly, subject teaching is understood as a social practice that is characterised by a specific complexity of the temporal, social and subject-related dimensions of teaching. Secondly, it is assumed that enabling and hindering subject-related and social participation in the practice of teaching is one of the most central analytical attitudes of inclusion-oriented subject teaching research. This is exemplified by empirical analyses of grammar lessons using the methodology of the documentary method. (Orig.).
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ISSN:2616-7697
2616-7697
DOI:10.2478/ristal-2024-0005