Series edition theme language

Topic Language - Science for the Classroom

The aim of this series is to explore the scientific potential that a study of language has in relation to school contexts. On the one hand, it will be asked how fields of application and findings of the scientific disciplines of linguistics, language teaching research and the didactics of language can be profitably transferred to classroom practice for school objectives, and on the other hand, what impulses could emanate from the classroom for the scientific disciplines.

The series is subject to double-blind peer review. 

If you are interested in publishing in the series, please contact the editors. Initially, please include a one to two page abstract of your work.

For more information on the design and review process of the series, please see the series information sheet deposited here .

Editors

• Anja Binanzer (Hannover)
• Miriam Langlotz (Kassel)
• Verena Wecker (Münster)

 Scientific advisory board

• Ursula Bredel (Hildesheim)
• Doreen Bryant  (Tübingen)
• Nicole Marx (Cologne)
• Anja Müller (Mainz)
• Iris Rautenberg (Ludwigsburg)
• Claudia Riemer (Bielefeld)
• Michael Rödel (Munich)
• Björn Rothstein (Bochum)
• Rosemarie Tracy (Mannheim)
• Constanze Weth (Luxembourg)

Volumes

Since volume 35 edited by Anja Binanzer, Miriam Langlotz and Verena Wecker, Schneider Verlag Hohengehren at wbv Media

• Melanie Bangel & Iris Rautenberg (2023): Learning to read and write in the tension between knowledge and skill (Volume 37).
• Martin Ertl (2022): Case anomalies in learner texts (Volume 36).
• Katharina Nimz, Christina Noack & Karsten Schmidt (2022) (Eds.): Multilingualism and Orthography. Empirical studies at the interface of linguistics and language didactics (Vol. 35).

Volumes 7-34 ed. by Björn Rothstein, Schneider Verlag Hohengeheren

• Froemel, Steffen (2020): Topology as a bridge between linguistics and school grammar. The Propaedeutic Sentence Topology Model (Volume 34).
• Langlotz, Miriam (2020) (Ed.): Grammar didactics: theoretical and empirical approaches to linguistic heterogeneity (Volume 33)
• Dämmer, Jutta (2019): Grammatical Subject Knowledge of Student Teachers of German in the Course of the First Semester (Volume 32)
• Holder, Friedemann (2019): Ways to Metaphor Understanding. A cross-sign system approach to the didactics of metaphor with an empirical foundation (Vol. 31)
• Jagemann, Sarah (2019): Writing Systematic Professionalism. An exploratory study of the structure and genesis of writing-systematic knowledge of student teachers (Volume 30)
• Binanzer, Anja, Miriam Langlotz & Verena Wecker (2019) (eds.): Grammar in Narratives - Grammar for Narratives. Acquisition, development and promotion perspectives (Vol. 29)
• Schwinning, Sandra (2018): Connecting sentences. An intervention study to promote syntactic-semantic writing skills in high school (Vol. 28)
• Buclut, Necle (2018): Individual spelling development. A longitudinal study of the importance of influencing factors on spelling (Volume 27)
• Ferencik-Lehmkuhl, Daria (2017): Promoting revision skills in lower secondary schools. Effects of revision skills training in 5th and 6th grade students (Volume 26)
• Schüler, Lisa (2016): Material-supported writing of argumentative texts. Investigations of a new science propaedeutic task type in high school (Vol. 25)
• Stark, Linda (2016): Reading aloud and preterite (Volume 24)
• Dix, Annika (2016): reports and reporting as a didactic genre. A text form between acquisition and school norm (Vol. 23)
• Mesch, Birgit & Christina Noack (2016) (ed.): System, norm and use - three sides of the same coin? Orthographic competence and performance in the field of tension between system, norm and empiricism (Vol. 22)
• Bürgel, Christoph & Dirk Siepmann (2015) (ed.): Sprachwissenschaft und Fremdsprachendidaktik (vol. 21)
• Hochstadt, Christiane (2015):  Mimeticlearning in grammar teaching (Vol. 20)
• Wöllstein, Angelika with the collaboration of Saskia Schmadel (2015) (Ed.): The topological model for school (Volume 19)
• Betzel, Dirk (2015): On the continuing acquisition of sentence-internal capitalization (Vol. 18).
• Osterroth, Andreas (2015):  Linguisticallybased language criticism in school (Volume 17)
• Gagliardi, Nicoletta (2015) (ed.): The German language in conversation (vol. 16)
• Uhl, Benjamin (2015): Tempus - Narration - Mediality (Volume 15)
• Sauerborn, Hanna (2015): On the importance of early literacy for literacy acquisition (Volume 14)
• Bürgel, Christoph & Dirk Siepmann (2014) (Eds.): Linguistics and Foreign Language Teaching (Volume 13)
• Averintseva-Klisch, Maria & Corinna Peschel (2014) (ed.): Aspects of Information Structure for School (Volume 12)
• Gehrig, Anna (2014): Word types. A comparison of textbook and grammar (Vol. 11)
• Krafft, Andreas (2014): On the development of metalinguistic skills in children from monolingual and multilingual backgrounds (Volume 10)
• Rödel, Michael (2014) (ed.): Deutschunterricht am Gymnasium. What can linguistics do? (Vol. 9)
• Bredel, Ursula & Claudia Schmellentin (2014) (ed.): Welche Grammatik braucht der Grammatikunterricht? (Volume 8)
• Stahns, Ruven (2013):  Cognitiveactivation in grammar teaching (Vol. 7)

Volumes 1-6 ed. by Björn Rothstein and Lena Heine, Schneider Verlag Hohengehren.

• Bürgel, Christoph & Dirk Siepmann (2013) (ed.): Sprachwissenschaft - Fremdsprachendidaktik (vol. 6)
• Bleiker, Johanna (2013): Heikle Gespräche unter Kindern (Volume 5)
• Müller, Claudia (2012): Children's narrative skills and (written) language socialization influences in the family (Volume 4)
• Peuschel, Kristina (2012): Language activity and foreign language learning projects (Volume 3)
• Bryant, Doreen (2012): Localization expressions in first and second language acquisition (Volume 2)
• Rothstein, Björn (ed.) (2011): Language Comparison in School (Vol. 1)