Hearing texts read aloud enables children to experience literary language and language originating in writing before they themselves are able to read. Audio media offer an interesting alternative to real-time reading aloud, as a wide range of genres and text types are available and these are attractively formatted. In this paper we introduce the project ‘Listening portfolio for lower primary years’ [1st to 3rd classes] which was financed by the FHNW Stiftung [Foundation]. It offers first to third classes tasks to support their development in listening. Learners can access all the audio recordings via QR-codes. They can choose whether to respond to the respective follow-up tasks by making a voice recording or by drawing, or whether they want to capture their responses in written form, depending on their level of competence in writing. The listening portfolio foregrounds prosody as a key characteristic of spoken language and the varied listening tasks provide learners with strategies for understanding classroom texts and literary pieces. Learners also gain practice in understanding questions, tasks and instructions formulated verbally. In this way, competencies in listening comprehension are addressed which are assumed in school contexts and which are frequently required of learners but rarely practiced.
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https://doi.org/10.58098/lffl/2024/3/829