Publications:

• Strobl, Jan; Batur, Fatma; Ziemann, Felix; Brinda, Torsten: Discipline-Specific Language Proficiency in CS Teacher Education. In: Michaeli, Tilman; Sentance, Sue; Bergner, Nadine (Ed.): Proceedings of the 19th WiPSCE Conference on Primary and Secondary Computing Education Research. Association for Computing Machinery, New York, NY, USA 2024. doi:10.1145/3677619.3678122CitationAbstractDetails

  The importance of discipline-specific language learning in all subjects is now widely recognized. The introduction of computer science as a compulsory subject for all students of all types of schools in many places makes it even more important to take the linguistic heterogeneity of the student population into account. This poster abstract aims to present the development and implementation of a course in our master’s degree program designed to equip future CS teachers with language-sensitive teaching strategies.

• Batur, F.; Brinda, T.; Schroedler, T.; Strobl; J.: Wie kann Sprachbildung im Informatikunterricht gelingen? - Herausforderungen von Sprache im Fach Informatik. In: Thomas, M.; Weigend, M. (Ed.): Inklusion mit Informatik - 10. Münsteraner Workshop zur Schulinformatik. BoD - Books on Demand, Norderstedt 2022, p. 105-112. CitationAbstractDetails

  Für den Informatikunterricht gibt es kaum entwickelte und erprobte Konzepte und Unterrichtsreihen, die unter besonderer Berücksichtigung der Sprachbildung gestaltet sind. In diesem Beitrag wird der Forschungsbedarf für die Sprachbildung im Informatikunterricht aufgezeigt, erste Ansätze zur Analyse sprachlicher Besonderheiten im Fach vorgestellt und mögliche Anwendungen im Informatikunterricht diskutiert.

• Batur, F.; Strobl, J.: Sprachbildung in der Lehramtsausbildung Informatik. In: Schacht, F.; Guckelsberger, S. (Ed.): Sprachbildung in der Lehramtsausbildung Mathematik. Springer Spektrum, Berlin, Heidelberg 2022, p. 140-149. doi:10.1007/978-3-662-63793-7CitationDetails
• Batur, F.; Strobl, J.: Discipline-Specific Language Learning in a Mainstream Computer Science Classroom: Using a Genre-Based Approach. In: Acm (Ed.): 14th Workshop in Primary and Secondary Computing Education (WiPSCE’19), October 23–25, 2019, Glasgow, Scotland Uk. ACM Press, New York, NY, USA 2019. doi:10.1145/3361721.3362115CitationAbstractDetails

  In recent decades it has become apparent that discipline-specific and educational language skills required for different school-subjects can only be taught within lessons of the very subject. The specific requirements of all the different subjects cannot be taken into account in general language-lessons. These findings led to adaptions in Germany's educational policy to consider specific language requirements in many curricula of different subjects. It also led to publications of many scientific papers as well as practical and methodical material addressing integrated language and subject teaching.

  Particularly computer science (CS) has a special role compared to other sciences, because in CS students have to learn various languages: formal ones, such as modelling or programming languages, and they have to develop computing-related language-skills in writing, reading and speaking.

  Even though there are first publications about discipline-specific language learning in CS education, there is still a lack of research concerning language-sensitive CS education and CS teacher qualification. Therefore, concepts and research approaches on this topic are developed by an interdisciplinary cooperation of the Computing Education Research Group and the project "German as second language in all subjects" at the University Duisburg-Essen. This paper presents first results of our current work and gives an exemplary insight into the development of teaching material for writing descriptions of UML class diagrams using a genre-based approach.