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Aktuelle Tendenzen in der Fremdsprachendidaktik

Zwischen Professionalisierung, Lernerorientierung und Kompetenzerwerb

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Edited By Annika Kreft and Mona Hasenzahl

Die Fremdsprachenforschung ist ein dynamisches Feld, das sich kontinuierlich weiterentwickelt. Dieses Buch bietet einen Überblick zu aktuellen inhaltlichen und methodologisch-methodischen Forschungstendenzen in der Fremdsprachendidaktik. Anhand ausgewählter Qualifikationsarbeiten werden verschiedene inhaltliche Vertiefungen, wie Professionsforschung in der Lehrpersonenaus- und -weiterbildung, CLIL oder inklusive Settings, vorgestellt und unterschiedliche methodologische und methodische Zugänge in quantitativen, qualitativen oder mixed methods-Designs aufgezeigt. Die Beiträge des Bandes sind im Anschluss an die 12. Arbeitstagung für early career researchers der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF) an der Goethe-Universität Frankfurt am Main entstanden.

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Designing teachers’ action research: CLIL and the functional use of the L1 in Politics, Economics & Culture

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Subin Nijhawan

Abstract: The aim of the present paper is to investigate a functional L1 use in CLIL classes in Politics, Economics & Culture, along the lines of a competence model aimed at engendering global discourse competence. I will argue for a functional and controlled use of the L1 that ultimately prompts students to enjoy the benefits of code-switching between languages.

The groundwork for bilingual education in Europe was laid during the 1960s. Until the 1980s, when bilingual education started to become more mainstream also in ordinary schools, classes started mostly in regions with more than one language in the daily lives of people – such as borderlands, or in countries with more than one single official language (cf. Marsh 2002). But a new momentum for modern bilingual education was set latest with the Maastricht accords, on “both political and educational” grounds (Marsh 1994: 1). The member states of the newly founded EU were required to actively promote multilingualism amongst its citizens through language education, as finally communicated in the White Paper of the European Commission in 1995. Today, nearly every official European language is taught within some CLIL program (cf. European Commission 2006: 16–19). With modern globalization in its rapid nature and the (almost) uncontested rise of English as the global lingua franca, however, English now is the dominant language for CLIL classes. Hence, the 1990s witnessed “the heyday of the implementation of English-speaking CLIL programmes” (Breidbach/Viebrock 2012: 5). In 1994, David Marsh (1994) coined...

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