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©Tanja Tajmel 2012 Tanja Tajmel Humboldt-Universität zu Berlin Language dimensions in learning and teaching science Seminar on languages of schooling in.

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Präsentation zum Thema: "©Tanja Tajmel 2012 Tanja Tajmel Humboldt-Universität zu Berlin Language dimensions in learning and teaching science Seminar on languages of schooling in."—  Präsentation transkript:

1 ©Tanja Tajmel 2012 Tanja Tajmel Humboldt-Universität zu Berlin Language dimensions in learning and teaching science Seminar on languages of schooling in all subjects Council of Europe, September 2012

2 ©Tanja Tajmel 2012 Requested language dimensions in school 1. On general level 2. On domain- and subject specific level National educational standards Subject specific curricula 3. On teaching and operational level

3 ©Tanja Tajmel 2012 Analysis of the subject specific language functions (educational standards and curricula) Which language functions are (considered to be) required for a specific subject? Top down

4 ©Tanja Tajmel 2012 Fields of competences in physics/chemistry/biology (KMK 2004) Scientific knowledge (F) Acquisition of knowledge (E) Communication (K) Evaluation (B)

5 ©Tanja Tajmel 2012 Acquisition of knowledge (E) E1 Students describe phenomena and lead them back to common physical contexts E2 Students select data and information from different sources to process the tasks … E6 Students propose hypotheses on basis of simple examples E10 Students assess the validity of empirical outcomes and their generalisation Fields of competences in the sciences (KMK 2004)

6 ©Tanja Tajmel 2012 Requested language dimensions in school 1. On general level 2. On domain- and subject specific level National educational standards Subject specific curricula 3. On teaching and operational level

7 ©Tanja Tajmel 2012 Analysis of the subject specific language functions (educational standards and curricula) How to characterise the required language functions on an operational level? Analysis of the required linguistic means; raising the language awareness of teachers Analysis framework Top down Bottom up Which language functions are (considered to be) required for a specific subject?

8 ©Tanja Tajmel 2012 An example

9 ©Tanja Tajmel 2012 Curriculum for Physics, Berlin 1. Gründe für Sprache im Fachunterricht Field of competence: Acquisition of knowledge Grade 7/8 The students … … notice and observe natural phenomena. … describe these phenomena. Top down

10 ©Tanja Tajmel Bedarfsanalyse The students observe and describe a phenomenon Which linguistic means are necessary to describe this phenomenon precisely? Bottom up

11 ©Tanja Tajmel 2012 Which linguistic means are necessary to describe this phenomenon precisely? You will recognise it immediatily, when you take the students perspective! 2. Sensibilisierung Bottom up Observe the phenomenon! Describe in everyday language, what you observe! Use your best foreign language!

12 ©Tanja Tajmel 2012 Top down Bottom up actually required linguistic means

13 ©Tanja Tajmel 2012 Analysis framework for language functions (Tajmel 2011) 1.Educational standard 2. Relevant language function 3.Level of expectations 4. Relevant linguistic means: - word level - senctence level - text level 5. Modified and extended educational standard Top down Bottom up actually required linguistic means

14 ©Tanja Tajmel 2012 Analysis framework for language functions (Tajmel 2011) 1.Educational standard Acquisition of knowledge (F): Observing and describing phenomena Basic concept: interaction, buoyant force 2. Relevant language function Describing 3.Level of expectations A stone is hanging on one side of a coathanger, on the other side there are weights hanging. The stone is as heavy as the weights. When the stone is dipped into water, the side with the stone lifts and the coathanger is inclined. 4. Relevant linguistic means: - word level - senctence level - text level - stone, coathanger, weights, horizontal, inclined, to dip into, to lift, light, heavy, … - conditional clause, passiv form 5. Modified and extended educational standard The students describe an experiment to buoyant force by using general terms, such as weights, inclined, to dip into, light – heavy, …

15 ©Tanja Tajmel 2012 Analysis framework for language functions (Tajmel 2011) 1.Educational standard Acquisition of knowledge (F): Observing and describing phenomena Basic concept: interaction, buoyant force 2. Relevant language function Describing 3.Level of expectations A stone is hanging on one side of a coathanger, on the other side there are weights hanging. The stone is as heavy as the weights. When the stone is dipped into water, the side with the stone lifts and the coathanger is inclined. 4. Relevant linguistic means: - word level - senctence level - text level - stone, coathanger, weights, horizontal, inclined, to dip into, to lift, light, heavy, … - conditional clause, passiv form 5. Modified and extended educational standard The students describe an experiment to buoyant force by using general terms, such as weights, inclined, to dip into, light – heavy, …

16 ©Tanja Tajmel 2012 (beam) balance horizontal – inclined - upright weight(-s) coathanger light - heavy to submerge… to dip in... balance beam balance 2. Sensibilisierung

17 ©Tanja Tajmel 2012 Effects on the students performance

18 ©Tanja Tajmel 2012 without lexical meansWith lexical means als das diess Becher mit Stein gefült ist, ist das stein leichter geworden als die andere als das Gefäß mit Wasser gefült ist und den Stein etwas eingetaucht haben wurde das KleiderBügel schräg und das Gewicht wurde schwerer als der Stein, der Zeiger Bewegte sich nach links und das Stein hebte sich etwas. when the beaker is filled with water and the stone dipped slightly into it the coathanger became inclined and the weight became heavier than the stone, the indicator moved to the left and the stone lifted a bit when the beaker is filled with stone, the stone becomes lighter than the other

19 ©Tanja Tajmel 2012 without lexical meanswith lexical means als das diess Becher mit Stein gefült ist, ist das stein leichter geworden als die andere als das Gefäß mit Wasser gefült ist und den Stein etwas eingetaucht haben wurde das KleiderBügel schräg und das Gewicht wurde schwerer als der Stein, der Zeiger Bewegte sich nach links und das Stein hebte sich etwas. N=27 when the beaker is filled with water and the stone dipped slightly into it the coathanger became inclined and the weight became heavier than the stone, the indicator moved to the left and the stone lifted a bit when the beaker is filled with stone, the stone becomes lighter than the other

20 ©Tanja Tajmel 2012 Thank you for your attention!

21 ©Tanja Tajmel 2012 References Freie Hansestadt Hamburg. Behörde für Schule und Berufsbildung (2011): Bildungsplan Stadtteilschule. Jahrgangsstufen Lernbereich Naturwissenschaften und Technik. Hamburg. Kultusministerkonferenz (KMK) (2005): Bildungsstandards im Fach Physik für den Mittleren Schulabschluss (Beschluss vom ). Neuwied: Luchterhand. Senatsverwaltung für Bildung, Jugend und Sport Berlin (SenBJS) (2006). Rahmenlehrplan für die Sekundarstufe I, Jahrgangsstufe 7-10, Physik. Berlin. Rösch, H. (Ed.) (2005): Mitsprache - Deutsch als Zweitsprache. Sprachförderung in der Sekundarstufe 1. Grundlagen, Übungsideen, Kopiervorlagen. Braunschweig: Schroedel. Tajmel, T./ Starl, K. (Eds.) (2009): Science Education Unlimited. Approaches to Equal Opportunities in Learning Science. Münster, New York: Waxmann

22 ©Tanja Tajmel 2012 Kleiderbügelexperiment Book + CD-ROM with video of the Coathanger-Experiment Teaching material

23 ©Tanja Tajmel 2012 Tajmel, T. (2010), DaZ-Förderung im naturwissenschaftlichen Fachunterricht, in: Ahrenholz, Bernt (Hrsg.), Fachunterricht und Deutsch als Zweitsprache, Narr, Tübingen. Tajmel, T. (2011): Sprachliche Lernziele im naturwissenschaftlichen Unterricht. ProDaZ, Uni Duisburg-Essen, Thürmann, E. & Vollmer, H. J. (2010): A Framework of Language Competencies Across the Curriculum. Language(s) in and for Inclusive Education in Northrhine-Westfalia (Germany). Strasbourg: Council of Europe, Westphalia_en.doc Westphalia_en.doc Vollmer, H. J. (2010): Items for a description of linguistic competence in the language of schooling necessary for learning/teaching sciences (end of compulsory education). Strasbourg: Council of Europe. neva/1-LIS-sciences2010_EN.pdf neva/1-LIS-sciences2010_EN.pdf References


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