SCHRIFT II. Forschungsprojekt : Schreiben im Fachunterricht in der Sekundarstufe I unter Einbeziehung des Türkischen

The starting point of the interdisciplinary BMBF-Project "Schreiben im Fachunterricht unter Einbeziehung des Türkischen" or "Writing skills in lower secondary school and the involvement of Turkish" (SchriFT, 2014--2020) includes the assumption, that writing and reading texts in various subjects is beneficial to the sustainable processing and structuring of subject matters. Furthermore SchriFT II offers potential for language learning. From 2017 to 2020, the second funding phase SchriFT II proceeded and brought together scientists from various didactic fields (such as didactics of history, physics, politics, and technology) as well as the Institutes of German as a Second and Foreign Language and the Institute for Turkish Studies. As part of the empirical intervention project, a subject-specific promotion of writing skills was developed. In SchriFT II teaching concepts, that use text-type-based writing oriented on linguistic-cognitive actions as a learning medium (e.g., experimental protocol in physics lessons, technical analysis in technology lessons, judgements in history and politics lessons, instructional texts in German and Turkish), were developed and empirically tested. The goal was to revise, if the promotion of writing skills during the intervention in classes 7 and 8 at a comprehensive school in the state of North Rhine-Westphalia could provide positive effects to the subject-specific writing skills and learning as well as writing skills across subjects. Interfaces between the subjects were identified, which are suitable for developing students cross-subject writing language skills. In this context, the speech actions describing, explaining and reasoning were identified as speech actions, that offer cognitive scaffolds (e.g., the precise description), and as linguistic devices (e.g. connectors, impersonality), that work across disciplines. On the other hand, they offer subject-specific scaffolds (e.g., structured description in the experimental protocol) and linguistic devices (e.g., causal sentence patterns in the reasoning of a political judgement).