One of the main educational goals is to acquire verbalized knowledge, to pass it on and to be able to critically examine the transfer of knowledge. With growing content complexity and higher educational age, this requires increasingly complex linguistic skills and, with this dynamic, has so far represented a gap in teaching and support for heterogeneous learning groups, especially with regard to comprehension-supporting connective language resources as characteristics of explanatory quality.

The aim of the project is to provide an exemplary language support architecture based on
existing findings, which

a) can be applied to all stages of education and subject content
is transferable,

b) enables continuous individualized (educational) language support with exemplary inclusion of the native/first language Russian and

c) uses intermedia approaches.

Using the example of the climate and energy discourse, which is significant in the real world, it is explained for the elementary, primary and secondary levels how an information pool can be created for different age groups, language acquisition levels and learning locations that is adaptable in terms of content, language and situation, which is used by learners first receptively, then productively and finally reflectively as a resulting product pool. The language acquisition-sensitive support is realized through continuously usable language didactic tools

The project is part of the “Meta project: Language education in the immigration society“