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Sprachen lernen – Sprachen lehren- Language Learning – Language Teaching

Perspektiven für die Lehrerbildung in Europa- Prospects for Teacher Education across Europe

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Edited By Daniela Elsner and Anja Wildemann

Die Aus- und Weiterbildung europäischer Sprachenlehrkräfte gewinnt zunehmend an Bedeutung. Um den Anforderungen eines zeitgemäßen Sprachenunterrichts gerecht werden zu können, muss die Qualifizierung so gestaltet werden, dass sie angehenden und erfahrenen Lehrkräften als Modell ihres eigenen Unterrichts dienen kann. Dies ist nur zu erreichen, wenn das Bewusstsein für Sprachenvielfalt und Multikulturalität geweckt und Lehrenden Konzepte an die Hand gegeben werden, mit denen sie sprachensensible und autonome Lehr- und Lernformen realisieren können. Im Rahmen der 3. Internationalen Langscape-Tagung wurden Forschungsergebnisse und -desiderate aus bildungs- und gesellschaftspolitischer, unterrichtspraktischer und diskurstheoretischer Perspektive offen gelegt und durch examples of good practice illustriert.
Foreign language teacher education across Europe is generating ever greater interest, In order to achieve the goals connected with the pedagogy of multiliteracies, teaching and teacher training has to be structured in a way that provides future teachers as well as experienced professionals with designs for their own classroom activities. This can only be achieved by offering life-long education programs that will raine awareness of language diversity and multiculturalism in Europe by providing and testing instruments to be used for reflection, external and self-evaluation and by providing teachers with a toolkit enabling them to test innovative and independent teaching and learning methods. In the course of the 3rd international Langscape conference research results and desiderata on educational, socio-political, practical/experiential and discourse theory perspectives were explored and illustrated by examples of good practice.

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Language Across the Curriculum and Plurilingualism: Challenges for foreign language teacher education Helmut Johannes Vollmer The paper focuses on LAC in its narrow sense, extending the knowledge and skills acquired in one language to another one, including the dominant language of schooling (LS), heritage languages and language competences acquired in non-language subjects. It will be argued that the responsibility of foreign languages as school subjects goes far beyond teaching the target language itself, with all its intercultural embeddings and implications. There are at least three additional goals to be met: 1) developing general language awareness, 2) developing language learning competence/learner autonomy, 3) developing viable content-based approaches of foreign language learning, dealing with authentic, challenging themes and meaningful topics - thus balancing the otherwise dominant competence orientation. These perspectives pose a number of challenges to the trade of foreign language teaching and learning, including assessment issues. Conclusions and consequences for teacher education will be drawn. 1 Introduction Foreign language learning and teaching (FLLT) in Germany and all over Europe seems to be well-established, with a dynamism of its own which hardly needs further support – this seems to be especially true for English as a first foreign language in many countries and as an international language being in demand around the globe. Ever since the existence of the Common European Framework of Reference (CEFR) for (foreign) languages, its influence towards a functional and pragmatic orientation in goal setting, in teaching and in evaluation is clearly felt. But the CEFR does not address...

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