Spielend (be)schreiben: Performative Verfahren zur Förderung deskriptiver Kompetenzen in sprachlich heterogenen Grundschulklassen

As an elementary form of utterance, description is essential in both everyday speech acts and academic language contexts. This study looks at the acquisition of basic descriptive skills in the area of children’s writing in linguistically heterogenous primary school classes and how they can be promoted using performative methods founded in perception theory and language pedagogy.