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

print

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)