On the boarders between – written with oral communication

Submitted by: Robert P Yagelski
Abstract: Writing on language skill´s boarder
Language is a multimodal construct which has to be taught in all skills simultaneously. Teachers have to teach in reading, writing and oracy with a huge amount of linguistical and pedagogical awareness. Most of the time they concentrate on one aspect in particular. In international studies however, we assume that a percentage of students is more or less lost without additional support.
How can we find good student’s support systems, which take several forms of language use into account? One opportunity would be to search down communicative practises which will solve central communicative problems (Fiehler et al. 2016). Thereby we would support students in using competencies they already have. Moreover, the school communication would be rather oriented towards a multimodal world (Kress 2016) where students are so-called experts. And we can focus on special central skills attending different tasks to solve in our society (Berge et al. 2016). Which contributions especially well fit in language education, above that we want to discuss.
Therefore, our symposium presents three different papers on the boarder of language use in writing.

Firstly, Robert Yagelsky presents a theoretical paper on the correlation of writing and wellbeing. He will start with common ideas, as how writing works in developing wellbeing for adults and kids?
Especially in this area we can find assumptions that will give teachers instructions for a positive handling of diversity in texts, which is also connected to school’s educational work.

The second paper of Winnie-Karen Giera presents a project combining teaching methods and writing research in vocational education. In this context meaning a group of learners who have already finished their regular school education will be prepared.

And in third paper Astrid Neumann discusses results from a project, with systematically changed linguistic levels of tasks for argumentative texts. She shows traces of that level-tasks in student´s products with profounder insights in their texts.
In the help of these three symposium papers we will draw a picture of theory in practice. Outlaying the process of building hypothesis and proofing this hypothesis as well as depicting theory via quantitative and qualitative methods.

Fiehler, R., Barden, B., Elstermann, M. & Kraft B. (2004). Eigenschaften gesprochener Sprache. Tübingen: Gunter Narr Verlag.
Kress, G. (2010). Multimodality. A Social semiotic approach to contemporary communication. London/NY: Routledge.
Berge, K. L., Evensen, L. S. & Thygesen, R. (2016). The Wheel of Writing: a mnodel of the writing domain for the teaching and assessing of writing as a key competency. The Curriculum Journal. 27(2), 172-189.

Key words: writing, well beeing, SRSD, modelling, lingustic variation