Details
| Original language | English |
|---|---|
| Article number | 157 |
| Number of pages | 16 |
| Journal | Education Sciences |
| Volume | 15 |
| Issue number | 2 |
| Publication status | Published - 27 Jan 2025 |
Abstract
Diversity is understood as a significant advantage for inclusive learning. However, the questions of whether linguistic and communicative diversity in the classroom is truly beneficial and whether mutually linguistic support is effective between students with and without language impairments have not yet been answered comprehensively. Therefore, within the research project ‘LINUS—Learners in Inclusive Settings’, interactions between children (n = 48; aged 6 y 7 m to 7 y 7 m) in dyads in primary school were videotaped and micro-sequentially analyzed. The pairs of children were engaged in a 15 min playful framework within a quasi-experimental design. Based on quantitative language corpus analyses, the occurrence of linguistic elements was compared between pairs of children with (a) typical age-appropriate language acquisition, (b) developmental language disorders, and (c) heterogeneous settings with respect to backgrounds of language acquisition. Additionally, quantitative coding was used to analyze how often linguistic elements were productively imitated from one child to the other in different peer settings. The results show that there is a higher potential for mutually motivated communication and more resources for linguistic support in mixed dyads. From this study, specific principles for teachers and students can be drawn to foster linguistic support between children in the context of diversity.
Keywords
- inclusion, language corpus analysis, linguistic-communicative diversity, peer intervention
ASJC Scopus subject areas
- Computer Science(all)
- Computer Science (miscellaneous)
- Social Sciences(all)
- Education
- Health Professions(all)
- Physical Therapy, Sports Therapy and Rehabilitation
- Psychology(all)
- Developmental and Educational Psychology
- Social Sciences(all)
- Public Administration
- Computer Science(all)
- Computer Science Applications
- Social Sciences(all)
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In: Education Sciences, Vol. 15, No. 2, 157, 27.01.2025.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Linguistic and Communicative Diversity in Inclusive Settings
T2 - Effects, Challenges, and Opportunities
AU - Stitzinger, Ulrich
N1 - Publisher Copyright: © 2025 by the author.
PY - 2025/1/27
Y1 - 2025/1/27
N2 - Diversity is understood as a significant advantage for inclusive learning. However, the questions of whether linguistic and communicative diversity in the classroom is truly beneficial and whether mutually linguistic support is effective between students with and without language impairments have not yet been answered comprehensively. Therefore, within the research project ‘LINUS—Learners in Inclusive Settings’, interactions between children (n = 48; aged 6 y 7 m to 7 y 7 m) in dyads in primary school were videotaped and micro-sequentially analyzed. The pairs of children were engaged in a 15 min playful framework within a quasi-experimental design. Based on quantitative language corpus analyses, the occurrence of linguistic elements was compared between pairs of children with (a) typical age-appropriate language acquisition, (b) developmental language disorders, and (c) heterogeneous settings with respect to backgrounds of language acquisition. Additionally, quantitative coding was used to analyze how often linguistic elements were productively imitated from one child to the other in different peer settings. The results show that there is a higher potential for mutually motivated communication and more resources for linguistic support in mixed dyads. From this study, specific principles for teachers and students can be drawn to foster linguistic support between children in the context of diversity.
AB - Diversity is understood as a significant advantage for inclusive learning. However, the questions of whether linguistic and communicative diversity in the classroom is truly beneficial and whether mutually linguistic support is effective between students with and without language impairments have not yet been answered comprehensively. Therefore, within the research project ‘LINUS—Learners in Inclusive Settings’, interactions between children (n = 48; aged 6 y 7 m to 7 y 7 m) in dyads in primary school were videotaped and micro-sequentially analyzed. The pairs of children were engaged in a 15 min playful framework within a quasi-experimental design. Based on quantitative language corpus analyses, the occurrence of linguistic elements was compared between pairs of children with (a) typical age-appropriate language acquisition, (b) developmental language disorders, and (c) heterogeneous settings with respect to backgrounds of language acquisition. Additionally, quantitative coding was used to analyze how often linguistic elements were productively imitated from one child to the other in different peer settings. The results show that there is a higher potential for mutually motivated communication and more resources for linguistic support in mixed dyads. From this study, specific principles for teachers and students can be drawn to foster linguistic support between children in the context of diversity.
KW - inclusion
KW - language corpus analysis
KW - linguistic-communicative diversity
KW - peer intervention
UR - http://www.scopus.com/inward/record.url?scp=85218858643&partnerID=8YFLogxK
U2 - 10.3390/educsci15020157
DO - 10.3390/educsci15020157
M3 - Article
AN - SCOPUS:85218858643
VL - 15
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 2
M1 - 157
ER -