Drawing on input- and interaction-focussed concepts from first and second language acquisition research, the presentation will take an acquisition-oriented perspective on teachers' language. At the centre is the question of how teachers' language addressedto pupils(SgS) changes in biology (for primary school: non-fiction) and German lessons from primary school through lower and middle school to upper secondary school. Results are presented from a project in which the lessons of eight grammar school teachers and eight primary school teachers in the relevant year groups were video-documented. The methodological focus is on keeping the teacher factor constant for each subject in the grammar school grades.

The presentation will explain two projects that deal with the understanding of the terms language-sensitive subject teaching (SFU) and educational language (BSP). Firstly, the survey of university lecturers (n=67) relevant to teaching at the UOL will show whether and to what extent attention is drawn to language education in teaching and what understanding of language and subject-integrated language education prevails among lecturers. For comparison, the survey of UOL students (n=396) is presented, which illustrates the extent to which both perspectives coincide and which factors have a positive influence on students' understanding of the SFU and the BSP.

Philosophy is considered to be an abstract discipline that is difficult to access linguistically, but at the same time the method of the thought experiment offers a low-threshold, vivid introduction to central problem areas. The lecture will emphasise the special language didactic potential of this approach, but will also add a critical perspective. In this sense, relevant examples will be used to show how language-conscious philosophising can succeed with thought experiments - also in the sense of a general teaching principle that can be transferred to other subjects.

In this event, we will address the problem of stigmatisation towards so-called "simple" or "easy" language. Krishna-Sara Helmle, who runs a translation agency in Tübingen, will provide an introduction to the two terms.(https://leicht-verstehen.de/). We then want to clarify together which prejudices exist and why, and how we can counter them. This includes an insight into standardised or technical texts and the problem of reducing complex content so that it is easier to understand. Fundamental to this specific translation process is the question of which target group a text in simple language should be aimed at. The language-based decisions associated with this require a fundamentally empathetic approach. The aim is to overcome communication barriers in such a way that more in-depth content can be conveyed from here if necessary.

As a central educational institution, the university has an extremely important socio-political responsibility and at the same time has the prerequisites to fulfil its own intellectual demands in a reflective and self-critical manner. This includes, not least, raising awareness of language-based exclusions and implementing them in such a way that access can be created that enables educational equality.

For Hannah Arendt, politics or the political consists above all in speaking and acting together in a world characterised by plurality. This already indicates that language and speaking, communicating with words about common issues and the corresponding joint action in school and extracurricular political education are of paramount importance.

This lecture will first provide an insight into fundamental aspects of Hannah Arendt's political theory before considering these further in terms of political education. It will also explore the extent to which the insights gained in this way could guide other subjects in the sense of language-sensitive learning, which - like political education - would like to contribute to the (political) maturity of learners in the school context.

In many school subjects at lower and upper secondary level, written arguments are used, which is why it is understandable that a transfer potential of this discourse function from subject to subject is assumed in some cases. However, to date there has been no subject-comparative study that reconstructs the practice of arguing on the basis of actual classroom discourse in order to finally determine whether the practice of arguing is subject-specific or cross-curricular.

Due to this desideratum, an explorative study on written argumentation in the subjects German, biology and history in grades 7, 9 and 12 was conducted. The presentation will present the results of this study and reconstruct the practice of argumentation in the three subjects.

In the lecture, the language of chemistry will be described in more detail with the help of the well-known model of the didactics of chemistry, the Johnstone triangle. In addition to a purely linguistic description of the technical language of chemistry, the perspective on the triangle, as well as the extension to a tetrahedron, enables a more precise description of the language of the subject. Using selected examples from everyday life and chemistry lessons, the difficulties of technical language and ways of learning the language of chemistry are presented. Subsequently, prospects for language-conscious chemistry lessons can be derived.

This presentation will introduce two ongoing research projects that are being conducted as part of the university-wide participate@uol project.

Sarah Meier presents the linguistic demands that students are confronted with in everyday university life through the register of everyday academic language (Ehlich, 1999). Starting from the perspective of a language acquisition phenomenon, she shows how the relevant language skills develop during the course of study and what support and funding opportunities can result from this.

Esther Jahns investigates whether there is a form of language anxiety that relates to the oral language use of this register and the respective discipline-specific specialised language. In her presentation, she explores the question of whether this language anxiety can prevent students from participating. Based on initial interviews with students, she shows which factors favour language anxiety and which measures can reduce it.

The lecture provides an insight into the language of instruction in the subject of music and takes as its starting point the language used in music lessons and music at school. In music as an artistic subject, the discussion about language is particularly multi-faceted. Language has not always been regarded as the central learning medium, and sometimes the idea that speaking could be detrimental to artistic endeavours is also found. Many musical concepts are also abstract (e.g. musical forms or scales), other areas such as sound seem difficult to access discursively, and making music together ultimately requires access to physical parameters (e.g. dynamics or tone articulation), which as such cannot be 'controlled' directly. Against this background, a special use of language and, in this context, the use of specific metaphors is almost obvious, which Vortrag presents on the basis of textbook texts.