Footnote:
Diese Datenquelle enthält auch Bestandsnachweise, die nicht zu einem Volltext führen.
Description:
In this article, it is described whether teachers use micro- and macrointeractional support mechanisms in classroom interaction in order to support their students in aquiring the academic register. By means of multiple case studies, it is shown that the support mechanisms used by the teachers are adapted to the competencies of their students across the grades. It is discussed if the described support mechanisms can be interpreted as an aspect of Pedagogical Language Knowledge of the teachers.