Fachtextdekodierungskompetenz durch sprachbewussten Fachunterricht in der Berufsschule

In Austria, roughly one third of juveniles between the ages of 15 and 20 attend a vocational school. Many of these vocational students face difficulties in reading and understanding the specialist texts that are used in vocational training, irrespective of whether they have migration background or not. They often lack the skills to understand specialist language, which forms part of the education language and is defined by multiple word combinations, complex attributes and separable verbs, and often lack skills in decoding specialist texts. One way to acquire the skills in specialist language as well as the requisite decoding skills is to offer language-aware and instructional scaffolds, which means planning (subject) lessons in which the “deliberate use of language in teaching and learning (in a special professional subject)” is practiced throughout the entirety of the educational curriculum. The main question is the extent to which language-aware teaching across the vocational curriculum (including both general knowledge and specialized, commercial subjects) as well as methods like scaffolding actually helps vocational students improve their comprehension skills despite the difficult structural conditions within the vocational system (time constraints, heterogeneity, etc.)

Working as an ECE Professional During Covid-19 in Austria: Demands and Resources Profiles and Their Relations With Exhaustion and Work Engagement

The current study explores patterns of intraindividual demands and resources of ECE professionals in Austria during covid-19 by adopting a person-centred analytic approach. Latent Profile Analyses reveal three distinct subgroups (high demands/low resources vs. moderate demands/high resources vs. high demands/moderate resources). Results show that individuals assigned to the subgroup, which is characterized by moderate demands and high resources are less exhausted and show higher work engagement, than individuals assigned to the other subgroups. Individuals classified in the high demands and moderate resources are also less exhausted and more engaged than the individuals in the high demands and low resources group