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Tesch, H.


Luchterhand, Neuwied, , S. Blell, B. Mediale Textvielfalt und Handlungskompetenz im Fremdsprachenunterricht. Lang, Frankfurt am Main Caspari] "Mehrsprachigkeit in der Schule.

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Juni Hamburg , Vollmer, H. Kristiane Loeser Hrsg. Fremdsprachen als Arbeitssprachen. Perspektiven Englisch, H. Dieter Wolff Hrsg. Abendroth-Timmer, B. Viebrock, M. Wendt Hg. Hermes, F. Klippel Hg.


Englisch in der Grundschule und Bilingualer Sachfachunterricht. Voss, E. Stahlheber Hg. Bausch, F. Krumm Hg. Konzepte des Lehrens und Wege des Lernens im bilingualen Sachfachunterricht. Praxis Fremdsprachenunterricht 2 , Heft 5, Bausch, E. Burwitz-Melzer, F. Timm Hg. Intemann, F.

Geburtstag und zu allen weiteren. Bochum: AKS-Verlag, , Lang Meyer ed. Caspari] "Einleitung", in: D. Dokumentation einer Podiumsdiskussion. Grotjahn Hg. Vollmer Hg. Fremdsprachen Lehren und Lernen 36, , Report "Didaktik der englischen Sprache und Literatur Prof. Please fill this form, we will try to respond as soon as possible.

Your name. Close Submit. Download "Didaktik der englischen Sprache und Literatur Prof. Please copy and paste this embed script to where you want to embed Embed Script. Die Fremdsprache ist nicht explizit Gegenstand des Lernens, sondern Kommunikationsmittel bzw. Im Vordergrund stehen sachfachliche Inhalte. Zudem zeichnen sich bilinguale Module durch eine Vielfalt von Methoden aus, die sowohl aus dem Sachfach- als auch dem Fremdsprachenunterricht kommen.

Sie erweitern ihren allgemeinsprachlichen und sachfachspezifischen Wortschatz. In many countries, bilingual teaching and learning opportunities are increasingly becoming a part of everyday school life - this is also the case in Germany. Organisational forms such as bilingual streaming, flexible bilingual modules, and certain subjects taught bilingually throughout the year, offer learners the opportunity to learn a subject, or parts of a subject, in a foreign language.

Does CLIL (content and language integrated learning) need its own methodology?

There can be considerable variation in both the scope of the use of the foreign language and the methodology of its use. The bilingual streaming of lessons has a particularly long tradition in Germany. In these lessons learners deal with a subject or several subjects almost entirely in a foreign language. The number of schools with bilingual streaming is relatively stable. In addition to the established bilingual streams, flexible bilingual modules have gained significance over the past few years. With bilingual modules, subject material is partially taught through a foreign language.

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The portion of foreign language and mother tongue sequences varies depending on the context, e. The foreign language is not explicitly the content to be learnt, rather a means of communication or a working language. The subject knowledge stays in the foreground. As well as this, bilingual modules distinguish themselves through a range of different methods coming from both the subject and the foreign language lessons.

This term describes a fusion of both content and language learning. Learners broaden both their general and their subject-specific vocabulary. Furthermore, the cognitive competences of the learner are strengthened through the development of thinking and acting in two different languages. The use of a foreign language in a subject-related context always opens up a new perspective of one's own culture as well as the foreign one; therefore the acquisition of language competences is always paired with the development of intercultural competence. An exact terminological differentiation of the CLIL-Concept from the traditional concept of bilingual teaching and learning in Germany is difficult to form with the present level of research.

CLIL is often used as an overarching term for various features of foreign language teaching and learning. Organisational Forms of Bilingual Learning in Thuringia In Thuringia, bilingual lessons can be offered in two organisational forms: 1. Bilingual Streaming at Grammar Schools Gymnasium.

Didaktisch-methodische Gestaltung des bilingualen Lernens. Naturwissenschaft und Technik. Geografie Beispiel 1. Geografie Beispiel 2. Musik Beispiel 1.

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Musik Beispiel 2. Musik Beispiel 3. Arbeitssprache Englisch. British Council. Discovery Education. Teachhub Whiteboard Resources. Startseite Portal Neuigkeiten der Mediothek. Vorbereitungsdienst Zulassung. Lehrerfort- und -weiterbildung Berufseingangsphase. It is rather the gap between these two language functions that leads to complications. As a result of the intensified concentration on BICS in the early years of foreign language acquisition, students are not able to express themselves in the bilingual subject appropriately.

Although they dispose over the cognitive knowledge that is required by the subject, they cannot express it since they do not possess the relevant vocabulary or grammar. Due to the primacy of the subject mentioned above, this gulf between subject and language knowledge leads to auxiliary strategies which may help in the initial phase of CLIL but not at long sight. Such a strategy may be the linguistic simplification of texts in matters of length and syntactical complexity, which leads to shorter texts mainly written in colloquial language.

Another strategy is the recurrent inclusion of L1. This method reliefs the students by providing explanations, descriptions and new facts in German or by giving them the opportunity to produce their output in their mother tongue. Although the so called code switching represents an essential element on CLIL, such an inordinate switching should be avoided by the teacher. A further favoured approach to cope with the problem of diverging language-subject knowledge is the restriction of speech to short formats like the use of multiple-choice tasks, fill-in-the-blank texts or other closed respectively semi-open tasks which require short one-word-answers.