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Wissenschaftliche Mitarbeiterin Dr. Ulrike Behrens
Universität Duisburg-Essen
Fakultät für Geisteswissenschaften
Institut für Germanistik
Universitätsstraße 2 - 45141 Essen
Büro: R11 T05 D01
eMail: ulrike.behrens@uni-due.de
Tel.: 0201/ 183-4120
Just published: Ulrike Behrens: Mündliche Kompetenzen im Deutschunterricht. Sprechen und Zuhören als Bildungsaufgabe
Oral communication is undisputedly a central medium in German lessons, whether as oral impulses and explanations by teachers, as classroom discussions in plenary sessions, or as joint elaboration of content in small groups. However, developed skills in speaking and listening cannot simply be taken for granted in secondary school students. Oral language activity is therefore also a subject of learning throughout the school years.
Mündliche Kompetenzen im Deutschunterricht offers a comprehensive, interdisciplinary overview of the competence area "speaking and listening". The currently most important concepts and models are presented in a comprehensible way and explained using concrete examples.
Interview Radio Oberhausen What happens when we mishear?
On April 6, 2022, I briefly explained what goes on when we mishear. HERE you can find the recording of the interview.
(Many thanks for permission to Radio Oberhausen.)
Now available in bookstores Ulf Abraham & Julia Knopf: Fachdidaktik für die Grundschule
The new edition of the successful introduction by Ulf Abraham and Julia Knopf, this time with a contribution by me: "Mündliche Kommunikation als Lernfeld in der Grundschule". Click here to go to the publisher's website.
Appreciation for seminar concept Diversity award for teaching für Lehre
Once a year, a diversity award is presented at UDE in the categories of teaching, research, commitment, and leadership. This time, my seminar concept developed for digital teaching won. I am very pleased about this recognition. Click here for the poster.
Research report published Ulrike Behrens et al.: stim·mig – Ergebnisse einer Studie zum Zuhören in der dritten Jahrgangsstufe
"The sound makes the music" - this saying emphasizes that when speaking, it is often the way something is said that matters. Sound characteristics of spoken language are themselves carriers of meaning. The German-Swiss project stim·mig focuses on the ability of elementary school children to understand utterances even when the wording allows for multiple interpretations. This ability has so far been neglected in listening tests (especially in larger comparative studies). stim·mig aims to help close this gap. To this end, test items for understanding prosodically encoded information were developed and evaluated. The analyses show that prosodic comprehension can be modeled as a separate competence facet. This book explains the theoretical and conceptual foundations of the project as well as its methodological design. In addition to the statistical analyses of the test results, readers can also listen to sample items via QR codes and gain access to the test items used.
Interview in the F.A.S.
Written language skills of prospective German teachers - a topic that does not only concern us but also the media. Click here to get to the article by Rüdiger Soldt in der F.A.S.
Project article published Ulrike Behrens & Sebastian Weirich: Stịm·mig: Assessing Prosodic Comprehension in Primary School
Article about the stịm·mig project in a special issue of L1-Educational Studies in Language and Literature (Assessing oracy, hg. von Bachinger, Kaldahl & Rijlaarsdam). The article is available online at: https://l1.publication-archive.com/download/1/6073).
Oral reporting Ulrike Behrens & Annika Dix: Ein Tag im Betrieb als Anlass für sinnhaftes Berichten
The report as a school text type seems fossilized: surface features play a greater role than the communicative function. But where are the occasions for relevant, current, exclusive, authentic reports to be found at school at all? In this arrangement, reports of operational practical experiences are given individually to a real audience. Structural elements of reports become visible on a poster.
Results of the IQB study "Bildungstrend" Listening skills in elementary school children
https://www1.wdr.de/nachrichten/schlechte-ergebnisse-beim-zuhoeren-100.html
Patrick Voßkamp und Ulrike Behrens Interview on written language competencies of students
A great success: The ak[due]ll article by Philipp Frohn ("How should teachers teach what they themselves cannot?") has aroused the interest of the FAZ, where it is being intensively discussed by a national audience at http://blogs.faz.net/blogseminar/wie-sollen-lehrkraefte-vermitteln-was-sie-selbst-nicht-koennen/.
Series: Positionen der Deutschdidaktik Ulrike Behrens und Olaf Gätje (Hg.): Mündliches und schriftliches Handeln im Deutschunterricht. Wie Themen entfaltet werden
Narratives, descriptions, instructions, argumentations, and reports are the basic forms of the thematic unfolding of complex linguistic utterances in the communicative everyday life of a society. They are realized both in writing and orally. In school German lessons, such thematic development patterns are traditional didactic genres. But do the same requirements apply to oral reporting, arguing, instructing, etc. as to writing? Or do we have to assume different patterns with the same labels depending on the language-medial realization? The contributions in this volume explore the field anew from a text-linguistic and language-didactic perspective.
Open access: https://www.peterlang.com/view/title/18065?format=EPDF (supported by OGeSoMo)
Series: Oracy Ulrike Behrens & Brigit Eriksson (Hg.): Sprachliches Lernen zwischen Mündlichkeit und Schriftlichkeit
Being able to express oneself appropriately, participate in conversations and listen attentively are key skills in social and professional life. The teaching of oral language skills in school is therefore of great importance. The first volume of the "Oral Language Series" is dedicated to the multifaceted relationship between oral and written language. The contributions, which are mostly based on empirical data, show that oral language follows its own rules in some parts, but in other parts, it follows the same rules as written language, and they outline how children and adolescents can acquire these specific competencies in the classroom.
Series: Lehrerbücherei Ulrike Behrens u.a. (Hg.): Bildungsstandards Deutsch konkret: Sekundarstufe I
Educational standards have been introduced as mandatory in the subject German for the intermediate school leaving certificate or the lower secondary school leaving certificate in all federal states. This book first explains the objectives of the standards. The focus, however, is on their concrete implementation in the classroom - numerous examples, copy templates, and materials on CD-ROM help with this.
Series: Lehrerbücherei Albert Bremerich-Vos u.a. (Hg.): Bildungsstandards für die Grundschule: Deutsch konkret
Binding educational standards now apply in all countries. But what are educational standards? And how can they be implemented in the classroom?
This volume explains the philosophy and objectives of the transnational educational standards in German. A wide range of tasks and suggestions help to implement them in the classroom and in continuing education.
All exercises from the book are also available on CD-ROM - here with exemplary solutions. In addition, there are further exercises as well as a database, with the help of which the tasks can be filtered specifically according to competencies, grade levels, and requirement areas.