This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Visuelle und multimodale Kompetenzen durch den Einsatz von DVD und Easy Reader im EU der Grundschule fördern Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Ablauf 1.Selbstreflexion 2.Theoretischer Hintergrund 3.Vorstellung der Software 4.Authoring Tool 5.Easy Reader 6.Filme im EU 7.Zeit für Ihre Fragen Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 1. SELBSTREFLEXION Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 1. Selbstreflexion In der MuVit Fortbildung ist das reflexive Lernen das Basismodul. Ziel ist es, dass die Lehrkräfte sich und damit auch ihrer Rolle in einem mehrsprachigkeitsorientierten Unterricht bewusst werden. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Wie kann ich meine Klasse im Hinblick auf Mehrsprachigkeit am besten beschreiben? Welche positiven Erfahrungen habe ich in meiner Klasse diesbezüglich gesammelt? Wo gibt es sprachliche Probleme? Was muss aus meiner Sicht geändert werden? Warum? Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2. THEORETISCHER HINTERGRUND Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Literalität Literalität bezeichnet im engeren Sinne die Fähigkeit, Texte verstehen und produzieren zu können. Im weiteren Sinne fällt darunter alles, was Menschen zur aktiven Teilhabe an der Schriftkultur befähigt. MuVit Group: Grundlegende Informationen für die Lehrerfortbildung, Glossar Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Visuelle Literalität The definition of visual literacy proposed by Breidbach(2010: 68) highlights three dimensions: the deconstruction, production and reflection of visual communication, all of which are dependent on their cultural contexts. Fisch/ Viebrock: Titel. In: Elsner, D./ Helff, S./ Viebrock, B. (erscheint 2013): Developing Multiliteracies in the EFL Classroom. Using Graphic Novels, Films and Visual Art. Münster: LIT. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Visuelle Literalität impliziert die Fähigkeit, visuelle Gestaltung im Allgemeinen und Bilder im Besonderen kontextangemessen zu verstehen, zu verwenden und herzustellen. MuVit Group: Grundlegende Informationen für die Lehrerfortbildung, Glossar Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Multimodale Literalität Multimodale Literalität bezeichnet die Fähigkeit Informationen aus unterschiedlichen Texten (non-verbal oder verbal) zu erfassen, zu systematisieren, gedanklich zu strukturieren und zu erweitern. MuVit Group: Grundlegende Informationen für die Lehrerfortbildung, Glossar

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Warum? Grundschulen vereinen Kinder mit unterschiedlichen Sprachen und kulturellen Erfahrungen. Transkultureller Austausch, Umgang mit heterogenen Sprachvoraussetzungen und Sprachmittlung sind tägliche Herausforderungen, mit denen Lehrkräfte umgehen müssen. Mehr als 80% der Grundschüler benutzen täglich einen Computer, um Informationen zu beschaffen, Spiele zu spielen und Videos zu schauen. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Warum? Unterricht, der Lernende auf eine aktive und kritische Teilnahme in unserer medialen, mehrsprachigen und transkulturellen Gesellschaft vorbereitet, fördert die Entwicklung multiliteraler Kompetenzen. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Was? Die MuViT Software unterstützt Lernende bei der Ausbildung von Multiliteralität, indem sie auf die Entwicklung von Sprachbewusstheit abzielt sie sprachübergreifende Bewusstheit aufbaut sie Kinder zum Lesen und Hören von Texten unterschiedlicher Sprachen motiviert Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Was? sie die technischen Voraussetzungen für Code- Switching und Code-Mixing bietet und somit Kinder einlädt, Sprachen zu erkunden und zu vergleichen sie die Schülerinnen und Schüler auffordert, den Computer sinnvoll zu nutzen. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 3. Vorstellung der Software Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Der MuVit Player Geschichten auf Englisch, Deutsch, Spanisch, Türkisch und Russisch eine Kombination aus Bildern, Geräuschen und Texten bei gleichzeitig hervorgehobener Wortfunktion Aufgaben zum Leseverständnis, zur Sprachbewusstheit und zu sprachübergreifenden Vergleichen Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 4. AUTHORING TOOL Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 5. EASY READER Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 5. Easy Reader Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 7. ZEIT FÜR IHRE FRAGEN Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. DANKE FÜR IHRE AUFMERKSAMKEIT! Jasmin Brune, Eichendorffschule Moers, Oldenbourg Verlag