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In der Auseinandersetzung mit (modellhaften) Texten zu bestimmten Textsorten können Schüler*innen Textprozeduren, d.h. Einheiten aus Sprachhandlungen (z.B. Temporalisieren) und sprachlichen Ausdrücken (z.B. vor langer, langer Zeit) kennenlernen und so ein ‚Gespür‘ für Textmuster und -funktionen sowie ihre sprachliche Gestaltung entwickeln – Textprozeduren können dann zu „Werkzeugen des eigenen Schreibens“ werden und die Textproduktion und -rezeption unterstützen (vgl. Feilke 2012; Feilke / Bachmann 2014; Feilke / Rezat 2020; Rezat 2022). Doch wie können diese Prozeduren und -ausdrücke im Schreibprozess für die Planung und sprachliche Umsetzung eigener Texte konkret verfügbar gemacht werden? Wie wirken sich prozessbegleitende digitale und analoge Hilfsmittel auf Schreibprozesse und -produkte von Schüler*innen aus? Im vorliegenden Beitrag werden Potentiale digitaler Mindmaps auf Tablets (im Vergleich zu analogen Lapbooks) für die Unterstützung von Schreibprozessen in der Primarstufe diskutiert. Dabei beziehen wir uns auf Beobachtungen aus einem explorativen Unterrichtsversuch, der im Rahmen des BMBF-geförderten Projekts Cu2RVE in drei vierten Klassen durchgeführt wurde. Abstract (english): How to support the process of formulation in students‘ writing: Observations on the use of digital media when writing narrative texts By dealing with exemplary texts of certain text types, students can grasp text procedures, i. e. speech acts (e.g. temporalizing) and typical linguistic constructions (e.g. a long, long time ago), and thus develop a ‘feeling’ for text patterns and functions as well as their linguistic design - text procedures can then become “writing tools” which support text production and reception (cf. Feilke 2012, Feilke / Bachmann 2014, Feilke / Rezat 2020, Rezat 2022). But how can these procedures and expressions be made available during the writing process for the planning and linguistic implementation of one’s own texts? How do process-accompanying digital and analogue tools affect the writing processes and products of students? This article discusses the potential of digital mind maps on tablets (compared to analog lapbooks) to support writing processes in primary school. We refer to observations from an exploratory teaching experiment that was carried out in three fourth grades of primary schools as part of the BMBF-funded project Cu2RVE.

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Academic language (Bildungssprache) has become a buzzword of current pedagogical research and educational policies both within and outside of Germany, and the development of academic language competencies is now considered a major goal of education. However, difficulties arise when the construct is applied to a classroom situation, mainly due to its continuing conceptual diffuseness: while it is widely considered to fulfill specific and necessary functions in educational contexts, its empirical operationalisation has proven difficult, especially regarding the German language. The goal of the present article is to examine the development and function of the construct of academic language in different discourse contexts before providing one potentially useful operationalisation for German as a Foreign Language (DaF). Its application, options for teaching and learning of academic language, and the potential of DaF to provide curricular considerations for other contexts are discussed. [ABSTRACT FROM AUTHOR]