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Mehrsprachigkeit als Chance

Herausforderungen und Potentiale individueller und gesellschaftlicher Mehrsprachigkeit


Edited By Stéfanie Witzigmann and Jutta Rymarczyk

Ein modernes, weltoffenes Bildungssystem zeichnet sich unter anderem durch seine Orientierung an Mehrsprachigkeit aus. Dabei darf Mehrsprachigkeit nicht nur als Reaktion auf die Kompetenzerweiterung des modernen Menschen gesehen werden, sondern zugleich als Antwort auf die Bildungsrealität, in der die sprachliche Heterogenität der Lerngruppen längst Normalität geworden ist. Zahlreiche Konzepte und Modelle individueller und gesellschaftlicher Mehrsprachigkeit werden weltweit erprobt, reflektiert und wissenschaftlich analysiert. Dieser Band präsentiert aktuelle Ansätze in unterschiedlichen Ländern (USA, Mazedonien, Schweiz, Spanien und Deutschland) für den Umgang mit individueller und gesellschaftlicher Mehrsprachigkeit.
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Using CLIL-Methodology: Developing Learner Motivation in Learners of English as a Second Language through Content Area Guided Reading


This chapter considers the use of Content and Language Integrated Learning (CLIL) English Language methodology by learners of English as a second language in American secondary school classes. The influences of CLIL guided reading strategies on learner motivation in both language and content areas are evaluated.

1. Introduction

At any academic level, learning content is often daunting as the student is continually challenged by new concepts, new terminology, and new contextual demands; for students at the secondary level, new interpersonal relationships, new understanding of one’s connection to the world, and even new dimensions of sexuality can further complicate the learning of content. Ideally, for those students who spend the entirety of their academic experience interacting with the eminent language within a given society, the multiple dimensions of personal, cognitive, language, and content development are seamlessly fused; however, for the student at the secondary level who strives for fluency in a foreign language while simultaneously striving to gain content mastery and academic success, the accelerated decontextualized language demands can diminish motivation in learning the new language, in learning new content, and perhaps most vexingly, in developing a desire to engage with the new society and the new culture. In contrast to the educational policies of the European Union which prepare students for a plurilingual society (European Commission 2005:6), and in spite of legislative rhetoric, the educational policies of the United States seek primarily to prepare all students to interact with one language (Vasquez-Heilig, Lopez,...

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