Es folgen die Kursbeschreibungen für drei Seminare, aus denen Sie bitte eines auswählen:
Gruppe 1-Zydatiß: “EFL’s new challenge: Promoting, scaffolding and assessing generic language use”
Both the European Union and the city-state of Berlin have made the implementation of academic language (= „Bildungssprache“) a major goal of their educational systems; not least because classrooms have become more and more heterogeneous (culturally and linguistically: by now almost 39%; including learners with L1 German). The Council of Europe has established a task force of experts to introduce the notion of „school language“ in the curricula of its member states; and the Berlin government has decided to replace the „DaZ-Modul“ in con-junction with elements of „Bildungssprache“ (which in English normally translates as „academic language use / literacy“, „language of schooling“ or „CALP / Cognitive-Academic Language Proficiency“).
The idea behind this strategy is that subject-matter content gets mediated via language at all levels and in all areas of the curriculum (= verbal thought); which is to say that we need a language-based approach to content learning (= „Durchgängige Sprachbildung“). Halliday’s „Systemic Functional Linguistics“ (= SFL) offers such a theory oriented towards educational linguistics, and Vygotsky’s „Sociocultural Theory“ contributes additional valuable insights taken from the psychology of learning and developmental psychology. A central feature of this theory is Vygotsky’s construct of a „Zone of Proximal Development“, for which Jerome Bruner at Harvard University coined the term „scaffolding“ (= „Lerngerüste“ in German); also known as „support“, „assisted performance“ or „challenge zone“ (Gibbons) in other versions of the theory. This is to say that there is no curricular learning without language learning (Halliday 1993); ie. subject-matter teaching (regardless of the curricular do-main) has to be ′language-sensitive′ (Leisen’s term). The basic theoretical term in Halliday’s SFL is the notion of ′variability′, for which he uses the metaphor of „register“. The basic unit of communicative language use in a context of situation is – in a functional linguistic approach – the genre (a discursive construct). Thus learners need not only lexical scaffolding but also grammatical and generic scaffolding: including a fair amount of language awareness, esp. with regard to the schematic structure of texts (= Textbauplan) or the so-called ′academic discourse functions′ being related to the cognitive operations which have to be expressed in the various curricular domains). The notion of scaffolding has been extended further (beyond linguistic scaffolding) into input and output scaffolding as well as visual and social scaffolding (notably when it comes to generic writing). There is also a distinction between ′designed-in′ (= macro) and ′contingent scaffolding′ (= micro scaffolding: cf. Gibbons & Hammond 2001, 2005).
Note that (esp. as learners get older and progress in the school system to the lower and upper secondary level or into vocational training) the language of schooling tends not to be identical with colloquial language used among peers in the school yard or in the street (ie. everyday language). It develops, in other words; a phenomenon that Halliday calls „logogenesis” (= the unfolding of the text itself). On top of this, in most German classrooms the academic language use does not get (yet) comprehensively promoted – however, the written genres are relevant to the grades given by the subject-matter teacher (what we call in Germany the three Anforderungsbereiche = generic macro-functions in Anglophone contexts). This is why the Anglophone educational linguistics has developed the so-called „genre approach to writing” (Cope & Kalantzis 1993; ie. learners get instructed in producing the particular genres of each and every curricular domain (also known as the „Teaching / Learning Cycle“: Feez 2002, Hallet 2016). Apart from scaffolding then this calls for a different mode of assessing learners’ generic language use: ie. formative v. summative assessment may be an answer (Marzano 2010, Llinares et al. 2012). All this calls for a farewell to the concept of a „cultural-linguistic capital” (Bourdieu 1974) conveyed to the learner by the family (ie. the social background). The concepts of Bildungssprache & Durchgängige Sprachbildung are thus an attempt to promote academic language by way of deliberate instruction in each subject – a requirement which can be considered essential in a knowledge society (under the heading of general education = Allgemeine Bildung, W. v. Humboldt being a famous protagonist of this idea: „Anverwandlung der Welt über Sprache“).
You are expected to adopt a functional view of language; ie. shun the model of language as a formal or structural rule (particularly the generative and innatist positions). You are invited to see language as a resource for meaning-making; that is, for construing meaning by way of selecting language exponents from the various linguistic sub-systems (= double articulation according to Hockett) producing coherent and cohesive discursive structures paying due attention to the conventions of the genre and the expectations of the audience (= what is also called deeper learning). Language is, of course, a symbolic-semiotic system, which makes its use difficult for school learners.
Recommended (pre-)reading:
- Michael Halliday (1985 / 1994): Introduction to Functional Grammar. London: Edward Arnold.
- Thomas & Meriel Bloor (2013): The Functional Analysis of English. London & New York: Routledge [3rd Edition].
- Mary Schleppegrell (2004/2010): The Language of Schooling: A Functional Linguistic Perspective. Routledge.
- Lev Vygotsky (1962): Language and Thought. Harvard Univ. Press.
- Lev Vygotsky (1978): Mind in Society. Harvard Univ. Press.
- Wolfgang Hallet (2016): Genres im fremdsprachlichen und bilingualen Unterricht. Klett-Kallmeyer.
- ders.: Lernen fördern: Englisch; W. Hallet / U. Krämer (Hg.): Kompetenzaufgaben im Englischunterricht. Seelze: Klatt-Kallmeyer.
- Der Fremdsprachliche Unterricht: Englisch 46, Heft 114 (2012): [Themenheft „Generisches Lernen“]
- Halliday (1993): „Towards a language-based theory of learning“, in: Linguistics and Education 5, 93-116.
- Pauline Gibbons (2002): Scaffolding Language. Scaffolding Learning. Portsmouth, NH: Heinemann.
- (2009): English Learners’ Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann.
You are expected to attend regularly, prepare an oral presentation, upload your slides on the moodle platform, and use English in class. If you decide to get the MAP in this course, you should know that I only accept a written assignment: my assumption being that „Bildungssprache / academic literacy” is mainly a phenomenon of the written language (Halliday: „a second-order abstraction“), to be taken seriously in the new structure of teacher education – preferably by mid-August 2019. Please, register with „Agnes,“ and in the office, UdL 6, room 3011, Frau Schlösser. First session: April 08, 2019.
Once you have handed in your term paper (in the mail-box in room 2007, next to the copying machine), write me an e-mail that it is available there. Do NOT send the assignment by e-mail, please. Later deadlines will have to be negotiated with me in the course of the seminar.
Gruppe 2-Breidbach: “playingCLIL”
Using drama techniques to teach foreign language has a long tradition. Nevertheless, drama-based methods in Content-and-Language-Integrated Learning (CLIL) is quite another matter. This course will address the question how non-linguistic subjects such as History, Geography, Physics or Chemistry, PE or Art can be taught in a foreign language (e.g. English) through drama-techniques.
In this one-week course, we will explore the use of drama techniques in CLIL at both the conceptual and practical level. Participants will be required to “play,” i.e. actually try and use a set of drama techniques, which will be called “games.” This first-hand, hands-on experience will be reflected against the backdrop of principles of drama pedagogy, language learning, and CLIL for a clearer understanding of the relevant pedagogical and methodological issues.
Participants will also be requested for their course-credits to present a teaching idea (including a set of games, scaffolding and study materials) to the entire group, who will act as the substitute group of pupils.
The course may be selected for the module exam (MAP). In this case, a term-paper will have to be submitted before August 30th, 2019.
The course will be open to all Master of Education students irrespective of the combination of their subjects. The course language will be English.
A reading list will be provided in the relevant Moodle course.
Please note: This is a one-week block course (Monday, April 1st – Thursday, April 4th AND Saturday, May 4th).
Gruppe 3-Klimczak: „Binnendifferenzierung im Fremdsprachenunterricht“
Angesichts der wachsenden Heterogenität der Schülerschaft werden die Forderungen nach differenzierenden und individualisierenden Lernangeboten für die SchülerInnen im gemeinsamen Unterricht immer lauter und dringlicher. Doch wie lässt sich dies bewerkstelligen bei einer durchschnittlichen Klassenstärke von 25-30 SchülerInnen und einem Deputat von 25+ Wochenstunden für LehrerInnen? Im Seminar werden diese und andere Fragen vor dem Hintergrund der fremdsprachendidaktischen Theoriebildung beleuchtet und innerhalb der Hürden kritisch betrachtet, die bildungspolitische und schulcurriculare Vorgaben setzen. Dabei soll es auch um Themen wie LRS, Hyperaktivität oder Lernschwächen gehen, die zusätzliche Herausforderungen darstellen, sowohl für die Planung von Unterricht als auch für die Durchführung. |
