Den Übergang von Mündlichkeit zur Schriftlichkeit digital unterstützen

Abstract

The transition from spoken to written language in German as a second language is a demanding but essential process and requires targeted support. Digital tools can support this transition; however, teachers require subject-specific digital competencies to effectively facilitate this process. The project DigKompDaZ_Fach developed a professional development program using classroom videos to support teachers in guiding multilingual learners’ transition from spoken to written language. A phase model outlines methodological principles and opportunities for digital support. Based on this, competencies aligned with DigCompEdu were derived. Teachers evaluated their digital competencies and self-efficacy via pre/post surveys. They also rated the usefulness and design of the program. Despite a small sample size, results provide initial insights into the effectiveness of this video-based program and contribute to the advancement of digital professional development concepts.