Language sensitivity

The term language sensitivity describes the sensitive handling of language. For a more precise definition, it is first necessary to look at the two terms that make up this determinative compound.

On the one hand, the determinative language is an important tool of a society that makes communication possible. Moreover, according to Locke, it is the „common bond of society“ (Locke 1690) that enables people to express themselves in any way. In retrospect, it is therefore also referred to as the key to the world (cf. encyclopedia entry Language as the key to the world). In order to define the associated basic word sensitivity, a generally valid definition is used here, which describes this term as a sensitive and/or sensitive handling of something (cf. Spektrum 2000).

Summarized and concretized, language sensitivity thus defines the sensitive handling of the most important means of communication of human beings in order to enable a communication without misunderstanding and a problem-free communication for all parties involved. Thus the importance and the necessary consciousness of this topic in the today’s time and in the culturally very various community steps into the focus. Another important characteristic here is the concretely promoted awareness of language and a targeted attention directed to it, which plays an important role in many areas of life (e.g. school).

Language sensitivity in the school context

Especially in school, where students are expected to acquire subject content partly by reading texts themselves, understanding language is an important prerequisite for being able to comprehend the content therein, as „[s]peech learning and subject learning […] are closely intertwined“ (Isselbächer-Giese et al. 2018, 13). Especially in mathematical and scientific subjects, language (technical and educational language) poses a great challenge (cf. Trendel/ Roß 2018, 9 f.), which is why a delicate and sensitive approach becomes particularly important in this context.

In order to ensure equal opportunities for learners to perform well, language-sensitive teaching is very important overall. This generally stands for „different teaching concepts that consciously use language as a means of thinking and communicating“ (Woerfel/ Giesau 2018) by working with the interlocking of linguistic and subject learning addressed by Isselbächer-Giese et all (cf. Isselbächer-Giese et al. 2018). The goal of this concept is an improved and simplified achievement of the subject-specific learning goal through linguistic awareness and the associated assistance (cf. Woerfel/ Giesau 2018).

According to Leisen, the following principles should be followed accordingly: The first principle is the change of presentation forms, which is „compelling in terms of language didactics“ (Leisen 2019) and whereby learners are offered several alternatives to understand the content. Another advantage of this is that it also creates the opportunity for them to learn how to linguize the subject content themselves. Calculating the linguistic but also subject-specific challenges represents the second principle, which shows that the requirements in this area are set „just above the individual language level“ (Leisen 2019), so that the learners are always furthered and see an incentive in permanently learning more linguistically. There should always be a differentiated view, as different learners need language support to different degrees. This is also the transition to the third and last principle, which addresses method tools as language aids. These tools support learners in the concrete „linguistic management of standard situations“ (Leisen 2019). Examples include writing an experiment or using technical terms correctly (cf. Leisen 2019).

In conclusion, the understanding of language must not be automatically assumed (by learners), but must be encouraged. Support is needed for the correct understanding of language, which should be transferred not only to school but also to all other areas of life in which language plays a role. Language sensitivity (in the school context) should be given great importance overall, as this concept can be used to support individual language backgrounds.

Literature

Isselbächer-Giese, Annette/ Witzmann, Cornelia/ Königs, Charlotte/ Besuch, Natascha (2018): Becoming language-sensitive, teaching language-building – thinking teaching differently. In: Trendel, Georg/ Roß, Joachim (Eds.): SINUS.NRW: Promoting Understanding – Designing Learning Processes. Thinking ahead in mathematics and science. Münster: Waxmann, 13-31. https://www.schulentwicklung.nrw.de/sinus/upload/Phase05/Broschuere/SINUS_Gesamt.pdf [02.10.2019].

Leisen, Josef (2019): Principles in Language-Sensitive Subject Teaching. http://www.sprachsensiblerfachunterricht.de/prinzipien [02 Oct. 2019].

Locke, John (1690): An essay concerning human understanding. London.

Spectrum (2000): Sensitivity. https://www.spektrum.de/lexikon/psychologie/sensibilitaet/14089 [01 Oct. 2019].

Trendel, Georg/ Roß, Joachim (2018): Introduction. In: eds. (Ed.): SINUS.NRW: Promoting understanding – shaping learning processes. Rethinking mathematics and science. Münster: Waxmann, 9-11. https://www.schulentwicklung.nrw.de/sinus/upload/Phase05/Broschuere/SINUS_Gesamt.pdf [02.10.2019].

Woerfel, Till/ Giesau, Marlis (2018). Language-sensitive teaching. Cologne: Mercator-Institut für Sprachförderung und Deutsch als Zweitsprache (Basiswissen sprachliche Bildung). https://www.mercator-institut-sprachfoerderung.de/de/themenportal/thema/%20sprachsensibler-unterricht/ [04.10.2019].