Candy Friedrich

Classroom cultures.
A reconstructive analysis of exploratory spelling lessons in primary schools.

For a long time, orthographic teaching theory focused on the appropriate description of the learning object, the system of writing, and its adequate modelling for acquisition, while ‘the actual practice of spelling instruction’ (Riegler & Wiprächtiger-Geppert, 2016, p. 69) was comparatively rarely examined empirically. With this in mind, this dissertation project focuses on spelling instruction as a practice that comes about in specific situations. It explores the ‘doing’ of spelling instruction in the tension between subject-specific teaching standards and the socio-material conditions of teaching. Empirically, it looks at spelling lessons in which the ‘doing’ of spelling instruction takes place within the didactic framework of research and discovery. This ‘doing’ is understood as an expression of specific classroom cultures that are produced in relation to the class and differ in their approach to the learning object. The focus of the research is on how spelling instruction is actually implemented in everyday teaching and how learning objects are made visible and workable through the interplay of interaction, materiality and didactic settings.

Friedrich, C. (09/2024). Didaktische Artefakte in der Interaktion. Einblicke in den Rechtschreibunterricht der Grundschule [Vortrag]. Symposion Deutschdidaktik (SDD), Johannes-Gutenberg-Universität Mainz.