Post on 04-Mar-2020
interviews with
selected
students about
post-knowledge-
test
phase of acclimatization
pre-knowledge-
test enforcement
post-knowledge-
test
Empirical Analysis of the Effectiveness of Texts in Plain Language in
Biology Lessons
Current status – Inclusion, Heterogeneity,
Plain/Easy-to-Read Language (Leichte
Sprache), Content First
According to the UN Convention on the Rights of Persons with Disabilities the concept of
inclusion has found its way into schools. In everyday class situations in German schools is
therefore and because of migration and flight a language-heterogeneous students body to
be found (Riebling, 2013). Inclusion aims at lowering barriers, also barriers that can be
located in texts. The concept of “easy-to-read language“ or “plain language” (German:
Leichte Sprache) aims also at doing so and addresses humans, that would not be able to
understand the original texts and would therefore prefer an easier text in these situations
(Maaß, 2015), e.g. humans with a cognitive-sensory disability, but also migrants. It has
been found out that the modification of texts into plain language can react to numerous
language problems that can be caused by scientific texts. There is also evidence that the
usage of a more learner orientated language can contribute to the development of
biological concepts (Brown & Ryoo, 2008).
Scientific Language and Plain Language
Characteristics of Scientific Language Rules of Plain Language (Leichte Sprache)
technical terms, loan words, technical phrases avoid when possible, difficult words should be explained
compound words use interpuncts within complex words or use explanations
nominalizations avoid nominalizations by using more sentences for the same information or explain them
abbreviations avoid abbreviations except if they are used in every day language
synonyms avoid synonyms by using the same words for the same things
impersonal mode of expressing, as passive constructions and
indefinite pronouns
avoid passive constructions (e.g. due to following the rule of using the present) and name agents
subordinate clause constructions (relative, conditional, causal and
adversative clauses)
avoid subordinate clauses by dissolving them following the existing rules (rules are available for conditional,
causal, modal, consecutive, concessive, final and relative clauses)
separable verbs avoid separable verbs by following the rules about using active and present
complex additions to nouns through the usage of numerous adjectives
or attributes
avoid complex sentence structures, make only one statement per sentence, use SVO structure (subject, verb,
object)
forms of cohesion: references to objects and subjects (she, his, …)
and references to explanations or contrasts (therefore, since, whereas,
…)
replace forms of the 3rd person singular/plural with names, do not use pronouns except possessive pronouns;
do not use complex sentences and subordinate clauses that use references like therefore, whereas, etc.
different codified text forms mainly non-fictional texts, function and form of the texts are determined by the original text
graphics, e.g. illustrations, tables, diagrams, etc. graphics like illustrations should be used and are demanded for better understanding, no existing rules
concerning other graphical forms
graphic representations, e.g. subheadings, bold/ cursive prints,
underlining, etc.
graphic representations like subheadings as well as important words and negations should be presented in bold
text le
vel
sente
nce level
word
level
Ske
tch
No
te L
eic
hte
Sp
rach
e/ p
lain
la
ng
ua
ge
(a
da
pte
d a
fte
r P
rid
ik, 2
01
7)
Authors: Prof. Dr. Michael Ewig & Melanie Schaller
Institution: University of Vechta,
Faculty: Natural & Social Sciences, Subject Biology
Beese, M., Kleinpaß, A., Krämer, S., Reschke, M., Rzeha, S. & Wiethoff, M. (2017). Praxishandbuch Sprachbildung Biologie: Sprachsensibel unterrichten – Sprache fördern. Stuttgart: Ernst Klett Sprachen.; Bergau, M., Bohm, I., Geissler, G., Hagen, G., Mai-Gebhardt, G, Röhrich, R. &
Schäfer, B. (2012). Prisma Biologie 5/6 Niedersachsen. Differenzierende Ausgabe. Stuttgart: Klett Verlag.; Bickes, C. (2016). Funktion und Struktur von Bildungs- und Fachsprache: Ein grammatischer Leitfaden. Hannover: unidruck.; Brown, B. A. & Ryoo, K. (2008). Teaching Science as a
Language: A “Content-First” Approach to Science Teaching. Journal of Research in Science Teaching 45/5, p. 529-553. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/tea.20255/pdf [11.01.2018].; Maaß, C. (2015). Leichte Sprache. Das Regelbuch. Berlin: LIT Verlag. Retrieved
from https://www.uni-hildesheim.de/media/fb3/uebersetzungswissenschaft/Leichte_Sprache_Seite/Publikationen/Regelbuch_komplett.pdf [18.01.2018] ; Pridik, N. (2017). 7 Dinge, die Sie über Leichte Sprache wissen sollten. Retrieved from http://www.npridik.de/leichte-sprache/
[10.11.2017].; Riebling,L. (2013). Sprachbildung im naturwissenschaftlichen Unterricht. Eine Studie im Kontext migrationsbedingter sprachlicher Heterogenität [Content-Select]. Münster: Waxmann Verlag GmbH.; Schmellentin, C., Dittmar, M., Gilg, E. & Schneider, H. (2017). Sprachliche
Anforderungen in Biologielehrmitteln. In B. M. Bock, U. Fix & D. Lange (Eds.), „Leichte Sprache“ im Spiegel theoretischer und angewandter Forschung (p. 73-91). Berlin: Frank & Timme.
Methodology and Structure of Main Study
Ow
n c
om
pa
riso
n a
da
pte
d a
fte
r B
ee
se
et a
l., 2
01
7; B
icke
s, 2
01
6; M
aa
ß, 2
01
5 &
Sch
me
lletin
et a
l., 2
01
7
Is it possible to impart the same scientific knowledge by using modified school book texts in plain
language like it is possible with the original texts?
How do teachers react towards texts in plain language? Would they use modified texts in their regular
teaching units?
How do students react towards texts in plain language?
Leading Questions
c-test (test of
lingual
competence)
1 2 3
pre-interview with student
groups concerning their
attitude towards plain language
post-interview with
student groups
pre-interviews with
teachers concerning
their attitude towards
plain language post-interview with
teachers
Gründe für den Vogelzug
Viele Vogelarten könnten im Winter nicht überleben, wenn sie
nicht in mildere Klimagebiete umziehen würden. Diese
Zugvögel ernähren sich hauptsächlich von Insekten. Diese
finden sie im Winter bei uns nicht mehr. Schwalben zum
Beispiel sammeln sich im Herbst und fliegen schließlich
gemeinsam bis ins südliche Afrika.
Gründe für den Vogel∙zug
Ist es im Winter kalt?
Dann können viele Vogel∙arten nicht über∙leben.
Dann fliegen viele Vogel∙arten zu wärmeren Orten.
Fliegen Vögel zu wärmeren Orten?
Dann heißen sie Zug∙vögel.
Zug∙vögel ernähren sich meistens von Insekten.
Ernähren ist das wissenschaft∙lichere Wort für essen.
Im Winter gibt es nicht Insekten.
Finden z.B. Schwalben nicht Nahrung im Winter?
Dann sammeln sich die Schwalben im Herbst.
Dann fliegen die Schwalben in den Süden.
Die Schwalben fliegen nach Afrika.
Schwalben sind eine Vogel∙art.
Translation of a school book text into plain langauge about bird migration. Salient
is the difference of the structure. The modified text uses indents for explanations,
bold prints for negation and important/possible new words as well as interpuncts in
compound words. (original by Bergau, et al., 2012)