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Increasingly, new curricular knowledge, competences and study skills are aquired in a foreign language to equip school learners for the tertiary level and professional / vocational contexts where a demanding academic profici-ency is required in a foreign language (= pedagogic goal of pluriliteracy). Thus educational systems in Europe have begun to implement curricular concepts centred around content and language integrated learning (short, CLIL, also called ′deep learning′): eg.:
- „EMILE & classes européennes“ in France or „bilingualer Sachfachunterricht“ (= mehrjähriger Bildungs-gang: Sek I & II); probably the most common and most successful curricular concept in German CLIL con-texts (presently about 1,500 bilingual tracks / wings in the general school system, including a bridging sup-port in grades 5+6),
- two-way or dual immersion classes at both the primary and the secondary school level; in Berlin notably the „State Europe School“ which has adopted its own curricular planning tools (topic web & leporello),
- „bilingual modules“ at the lower and/or upper secondary level in a large variety of subjects and/or curricular domains of general schooling, but also temporary enrichment / CLIL courses at vocational schools (eg. busi-ness studies & economics, ICT, English for tourism & hotels, technology & design / Arbeitslehre ),
- „Englisch als Arbeitssprache“; ie. the use of the foreign language in specific subjects for the length of a school year changing the CLIL subject on a yearly basis (= a cumulative system introducing different curri-cular areas),
- „Kompetenz-, Projekt- & Seminarkurse“ at the upper secondary school level in Germany bringing in eg. both subject matter topics & ethics / practical philosophy (= in the UK: Advanced Supplementary Courses) and
- courses combining different foreign languages (= „intercomprehension“) showing links within the large European language families (ie. the Germanic, Romance and Slavonic languages). The approach is particu-larly relevant for a ′mixed language′ like English and/or academic literacy (because the roots show up esp. in the Greek & Latin morphemes of these registers).
In the course of this seminar the major aims, structural patterns and theoretical aspects of the different ap-proaches will be presented and discussed. Students will be encouraged to develop their own curricular unit re-lated to some identified topic from a specific bilingual subject or for a bilingual module or for a cross-curricular project (involving several languages or several curricular areas: in the latter case the storyline-concept applies). Special emphasis will have to be put on two aspects: On the one hand, on making the match between a subject’s content requirements and the integration of the language component by which the curricular content gets mediated (this is the essence of the dual-focused CLIL concept, which is now also known as a language-sensitive approach). On the other hand, foreign language learners usually have a limited proficiency in the ′working language′: thus special emphasis will have to be put on the tasks to be assigned (ie. their cognitive level and functions), the use of discontinuous texts, study skills and the various types of scaffolding (macro & micro scaffolding, input & output scaffolding, lexicogrammatical & generic scaffolding, social scaffolding, verbal & visual scaffolding). The didactic principles just mentioned apply to both the CLIL classroom (using a foreign language) and to subject matter teaching using German (= „fachbezogene Bildungssprache“ or academic literacy / language in Berlin’s new teacher education system).
Recommended pre-reading: Manfred Wildhage / Edgar Otten (Hrsg.) (2003): Praxis des bilingualen Unter-richts. Cornelsen / Scriptor. – Peeter Mehisto / David Marsh & J.M. Frigols (2008): Uncovering CLIL. Oxford: Macmillan. – Do Coyle / Philip Hood & David Marsh (2010): CLIL. Cambridge Univ. Press. – Ana Llinares / Tom Morton & Rachel Whittaker (2012): The Roles of Language in CLIL. Cambridge Univ. Press. – Wolfgang Biederstädt (Hg.) (2013): Bilingual unterrichten. Englisch für alle Fächer. Cornelsen. – Wolfgang Hallet (2016): Genres im fremdsprachlichen und bilingualen Unterricht. Seelze: Klett-Kallmeyer.
You are expected to attend regularly, use English in class, prepare an oral presentation, and hand in (if you decide to do it in this course) a written assignment by March 2019. Please register with Agnes and the office in UdL 6, room 3011. – If you do not study English but have decided to follow the course as regards „Modul 9“, you may choose German for your presentation (adopting a language-sensitive approach to teaching content). |
