Studienmodule für die Lehrer/innenbildung im Mehrheitssprachenunterricht

Modul 1: Diversität im Mehrheitssprachenunterricht -

Identität Lehrender und Lernender

1.3 Language/s and Schooling

Introduction Exercise

Where do you position yourself in the room concerning the following statements?• Pole A: Plurilingualism is very helpful, a treasure,

always an enrichment.• Pole B: Plurilingualism is needless, a problem and

makes everything very compicated.

Introduction Exercise

Where do you position yourself in the room concerning the following statements?• Pole A: Plurilingualism in the majority language

classroom is very helpful, a treasure, always an enrichment.

• Pole B: Plurilingualism in the majority language classroom is needless, a problem and makes everything very compicated.

Statistics (Example Austria)

Heterogeneities of the Learners

The Learners and their Languages

http://www.coe.int/t/dg4/linguistic/langeduc/le_platformintro_EN.asp?

Plurilingualism: A Challenge for the Majority Language Classroom

• The learners bring different languages with them and have different competences concerning the majority language.

• There is no corporate and self-evident linguistic basemant. • Therefore, majority language education, which is traditionally L1-

orientated, has to take into account pluralistic approaches.• Competences in the majority language the pre-condition for

educational success ( module 2); the linguistic basement must be developed in this discipline.

Citations of Teachers• „Durch den Fokus auf die Förderung der Deutsch-Kompetenz wird die

Mehrsprachigkeit der Schüler/innen oft mit Defiziten assoziiert und entsprechend problematisiert; je höher die Schulstufe, desto höher die Problemwahrnehmung der Lehrkräfte.“

• „ Viele Lehrkräfte sind sich nicht sicher, wie sie mit sprachlicher und kultureller Diversität im Klassenzimmer umgehen sollen, da die Ausbildung in diesem Bereich weitgehend fehlt (es gibt allerdings Initiativen, das Thema in der Erstausbildung zu verankern) und verpflichtende Fort- und Weiterbildung nicht vorgesehen ist.

• „Es gibt viele Einzelveröffentlichungen von Materialien zu Mehrsprachigkeit im Deutschunterricht, jedoch zu wenig zusammenhängende Konzeptionen. In den Lehrerzimmern scheint dies nicht anzukommen.“

(MARILLE 2009, leicht adaptiert, In: ÖSZ Praxisreihe 18. Aktivitäten zu Projektergebnissen des Europäischen Fremdsprachenzentrums. Ein Blick über den Tellerrand. 2012)

„If heterogeneity wasn´t appreciated negatively compared with the desired homogeneity, there would be no need to understand variety as a chance. [...] In the same way, as monolingualism is an exception, homogeneity is a phantom, that especially the German school system keeps looking or.“ (De Florio Hansen 2008:106)

--> Deficit perspective emerges from excessive demands or rather the insecurity how to deal with the heterogeneity.

In order to comprehend variety as a chance, teachers need professional competences!

Discussion:Which competences do teachers need?

Competences of the Teachers: Attitudes – Knowledge - Skills

To be able to promote plurilingualism teachers need competences in the following areas:• Language acquisition processes in the L1, the L2 and

intercultural learning• Linguistic and didactic competences concerning L1

and L2 Education

(Boekmann et al. 2011:33)

Concerete questions are e.g.:• What are my own (inter)cultural experiences? (--> module 1.1)• What level of development and mistakes are typical? (--> module 2)• How can I support learners individually and effectively during the learning

process? (--> module 2)• Which typological differences exist between the majority language and the

languages of the learners? (--> module 2)• (How) is the promotion of plurilingualism anchored in my curriculum? • How do aquisition processes influence the L1 and L2 of the learners?• How are the different languages linked with each other in brain?• What concepts and materials exist to promote plurilingualism in the majority

classroom?

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Competences of the Teachers: Attitudes – Knowledge - Skills

Curriculum Plurilingualism (Example Austria)

Reading text (p. 33-39) Example: Classes 5 and 6

The curriculum exresses general aims ans didactic principles and aims and contents for the areas:perception and und accomplishment of linguistic varietyComparisons of languages Working with the social and cultural references of languagesAcquisition of learning strategies

Which references of the actual curriculum allow to change to realize the aims and themes by interdisciplinary cooperation?What barriers and chances do you remark implementing this curriculum?

Hans H. Reich, Hans-Jürgen Krumm: Sprachbildung und Mehrsprachigkeit. Ein Curriculum zur Wahrnehmung und Bewältigung sprachlicher Vielfalt im Unterricht. Waxmann 2013.

Language Typologies: Understanding the Learners´ Mistakes

• Which typological mistakes exist between the majority language and the language of the learners, e.g. related to phonetics, morphology, syntax or the alphabet?

• Language Typologies- inflecting languages - agglutinating languages - isolating languages- polysynthetic languages

(c.f. e.g. Schäfer 2008)

Inflecting Languages

• Flexion: Wegbiegen, Beugung eines Stammes

• Example German:

- conjugation (of the verbs): person, number, tense, mode, genus verbi

- declination (of the nouns, articles, numerals, adjectives): case, gender, number

• morphemes can have various meanings

– Ich gehe --> geh- (lexical morpheme) / -e (grammatical morpheme)(I go)

– -e has various meanings: 1. person, singular, present tense, indicative mode, aktive

Agglutinating Languages

• „Gluing“: chaining affixes at a word stem.

• Easily segmentable: stem and affixes have clear forms and limitations.

• Affixes have mostly one only grammatical meaning.

• Example Turkish: grammatical morphemes are mostly put right-hand side:

ev houseevim -im myevler -ler, -lar pluralevlerim my housesüç ev three houses

• Articles and prepositions e.g. don´t exist in Turkish.

Agglutinating Languages

• Example Swahili: grammatical morphemes are added on the left:

. ni-na-soma I-present tense-readni-li-soma I-past tense-reada-na-somaa-li-soma

tunaona (we see)

ninamupika (I push him)

tunasema (we talk)

wunaona (you see)

ninakupika (I push you)

wunakupikaCan you define „you push yourself“

ninasema (ich talk)

wunamupika (you push him)

wunasema (you talk)

tunakupika (we push you)

ninaona (I see)

Agglutinating Languages• Example Hungarian:

hajo boat

hajok boats

hajoban at the boat

hajokban at the boats

hajobol on the boat

hajoba into the boat

hajohoz in direction of the boat

hajokhoz in direction of the boats

hajoknak for the boats

Baselban in Basel

Baselbol from Basel

How is „on the boats“ /„for the boat“?

hajokbol hajonak

Isolating Languages• Words cannot be transformed. Grammatical meanings are expressed through

autonomous words and word position rules.

• Example: Chinese

mostly monosyllabical words – part of speech can change, e.g. SHANG – the Colonel, the RulerSHANG PIEN – upper sideMA SHANG – up at the hoarse

• no grammatical gender

• no marking at the noun (sing/plural): HO – river/ rivers

• doublinor g for plural für Plural oder entities: JEN-JEN – everymanT’IEN-T’IEN – every day

Polysynthetic Languages

• As well incorporating languages. The verb can include subject and object.

• complexe morhology, e.g. Indian languages, which express subject and object relations within the verb, so that the verb can be one only sentence.

• Aztec:Nimitzitta - I see youTinechitta - you see me

• Cherokee:tsí:ní:te:hi - I cut his tail-ní: -tail

(c.f. Metzler Lexikon Sprache 1993)

Plurilingualism and Schooling

• Majority Language Education has still a „monolingual habit“. (Gogolin 1994)

• The Educational Participation of the „plurilingul pupils“ is not nicht emancipated compared with the „monolingual group“, becuase they:

– visit more often secondary modern schools;– repeat more often one or several class/es;– leave schooo mire often without a certificate.

--> Is sukzessive plurilingualism a risk?

Pluralism: some „myths“: (Tracy 2006)

• Plurilingualism affects the cognitive development!• Only one language can be managed perfectly! • Language mixtures are in deficit!• Non-German speaking parents should talk in german to their

children!• For the emotional/identity development ONE language is

important!

--> What do you think about these statements?

Schoolyard Debate (Germany): Panel Discussion

Aus: Süddeutsche Zeitung [http://www.sueddeutsche.de/karriere/deutschpflicht-auf-dem-schulhof-deutsch-macht-friedlich-1.1011661(20.12.2013)]

Plurilingualism in Brain

Questions and questions:

• Is the brain of plurilinguals „built“ differently than the one of monolinguals?

• Can the brain of a child be overcharged by too many languages?

• Which influence has plurilingualism on further cognitive achievements?

• Is sukzessive plurilingualism „worse“ than simultaneous plurilingualism?

--> Reading texts: Kramer (2006), Macedonia (2013), Apeltauer (1997)

Facts are:• Plurilingualism is no stellt keine excessive demand.• Genereally: the sooner the acquisition of an L2 begind, the

better!• But elder learners have advantages, too, because

– their language learning processes are more tactic, precise and systematic;

– they can make use of their metalinguistic (e.g. grammar) and metacognitive (e.g. learning strategies) previouse knowledge.

Why then the acquisition of a L2 is not a success in every case?

Plurilingualism in Brain

Acquisition of a L2: Influencing Parameters

• Plurilingualism per se is neither good nor bad!• Important is the knowledge of the influences!

--> What are they? --> Reading texts Ahrenholz (2008), Knapp (2001)

Influencing Parameters are e.g.:

LINHUISTIC

ØLINHUISTIC

• differences in L1 & L2

• liguistic knowledge in L1

• langage use (quality/quantity input & output)

• internal: motivation, cognitive development, ager

• external: social contacts, migration process, educational background family, assistance measures, environment

How does Language Learning work?Linguistic Influences

•Contrastive Hypothesis• Differences in L1 and L2 influence the learning process• The more simular L1 and L2 are, the better für the acquisition of the L2 • positive and negative transfer

•Interlanguage Hypothesis• Acquiring a ne language learners develop an interlanguage• The interlanguage includes elements of the L1 and the L2, but also individual

aspects• mistakes are becessary and have a didactic potential sind notwendig und

haben didaktisches Potential (analysis of error) (c.f. Ahrenholz 2008)

• Schwellenniveau-/ Interdependenzhypothese• Acquisition of the L2 benefits from a well developed L1• BICS (conceptual oral skills) und CALP (conceptual writing skills)• mainly CALP is the pre-condition für educational success.• L1 and L2 may not fall below a certain level

• Akkulturationshypothese• The learning process correlates with the distance to the „new“ culture

(c.f. Ahrenholz 2008)

Wie funktioniert eigentlich sprachliches Lernen?Sprachliche Einflussfaktoren

Discussion questions:1. Why do we deal with plurilingualism in the majority language

education?2. Are other languages welcome in majority language education?3. How should plurilingualism work in majority language

education?

--> Please collect 10 „good“ arguments PER plurilingualism!

Plurilingualism in the Majority Language Classroom?

„Es ist aber nicht die Zweisprachigkeit der Migrantenkinder, die zu den hohen Anteilen von schulischen Misserfolgen führt, sondern die Art und Weise, wie unser Schulwesen bislang der Zweisprachigkeit von Schülern begegnet. Die Aufgabe, ´erst einmal richtig Deutsch zu lernen`, stellt sich für diese Kinder nicht. Sie wachsen mit zwei Sprachen auf, beide Sprachen beeinflussen ihre Sprachentwicklung in einem wechselseitigen Prozess. Insofern würde eine gezielte schulische Förderung in beiden Sprachen helfen, aus dieser potentiellen Zweisprachigkeit eine tatsächliche zu machen, in der das Kind beide Sprachen in Wort und Schrift beherrscht.“ (Beauftragte der Bundesregierung für Ausländerfragen 2001:36, zit. nach Holzbrecher 2004:69)

Plurilingualism in the Majority Language Classroom : YES!

Plurilingualism: a Didactic Perspective

„The common learning of learners with different languages should in fact transform education into a permanent linguistic reflecetion.“

(Oomen-Welke xxxx:13)

--> But how does this work?

Comparison of Newsaper Articles• Please take an article in pairs.• What is it about? (content, language of the article, statement of the

heading). What is your approach?• Please interchange with an other group.• How and why could such an activity be implemented in the majority

language classroom?

Didactic Concepts

• Language Awareness

• Intercultural Learning

• Inclusive Plurilingual Approaches

• Interkomprehension

--> Lesetexte e.g. Luchtenberg (2008), Oomen-Welke (2008), CARAP

materials

• Kinder entdecken Sprachen (KIESEL): ske• Der Sprachenfächer• Sprachenvielfalt als Chance (Schader)• Plurilingual books and other texts

Traditional Materials in Majority Language Education

• Do your textbooks work with a pluralistic approach, e.g. based on the the Language Awareness (LA) concept (-->interlinguistic comparisons)?

Plurilingualism and Majority Language Education – how does this work?

• Please have a look at the videos: http://marille.ecml.at/Classroomvideos/tabid/2915/language/de-DE/Default.aspx

• Please create a teaching unit based on the LA concept (--> c.f. as well module 3)

Contributing to Better Learning Conditions: Visualizing Plurilingualism!

Examples for Local Projects

• Project «FreiSprachen» (Decker/Schnitzer 2012, 2013)

• Exhibition & illustrated book „Langauge Portraits“• Newspaper articles & radio input at University• Freecards in bars (town of Freiburg)• Pupils´ competition (writing a plurilingual book)• Publication series of plurilingual books (languages of the town of Freiburg)• Pulic Lectures in Cafés, librairies, in the stadium, the zoo• Setting up plurilingual librairies in kindergardens and schools• Plurilingual city guide• Intercultural theatre project „This are we!“• Multilingual Graz (http://multilingual.uni-graz.at/)

How could you visualize plurilingualism at your school/home town?

Please draft a project in small groups.

MARILLE Reflection Questions

• Part 4 – „Check Lists“ – reflection questions in order to benefit plurilingualism players with different roles in the Educational Context

• 1 reflection questions for teachers at school2 reflection questions for pre- and in-service teacher educators3 reflection questions for school management

(http://marille.ecml.at)

Vielen Dank!

Thanks a lot!

Kiitos!

Merci beaucoup!

Mille grazie!

¡Muchas gracias!

Muito obrigado!

Faleminderit!

Շնորհակալություն!

Hvala!

Благодаря!

Ευχαριστω!

Děkuji!Tak!Tänu!

Takk!

Paldies!

Ačiū!

Dank je wel!

Grazzi!

Dziekuie!Mersi!

D´akujem!

Tack!

Благодарам!