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. MuViT im Sprachunterricht der Grundschule

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 7.Zeit für Ihre Fragen 8.Literatur 2

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 3

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. 4 Ziel ist es, dass die Lehrkräfte sich und damit auch ihrer Rolle in einem mehrsprachigkeitsorientierten Unterricht bewusst werden.

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? 5

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 6

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 7

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. 8

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 9

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. 11 Visuelle Literalität (visual literacy) beinhaltet die Fähigkeit, die visuelle Gestaltung, v.a. von Bildern, zu verstehen, zu verwenden und herzustellen. dazu gehört auch das Lesen von Bildern. Funktionale Literalität (functional literacy) meint die Fähigkeit, sich kontinuierliche und diskontinuierliche Texte sprachlich-kognitiv zu erschließen. Schließt zudem die Fähigkeit ein, Texte funktional (pragmatisch) zu nutzen. und beinhaltet die Fähigkeit, Sprachen zu lernen und kontextadäquat einzusetzen. Multimodale Literalität (multi-modal literacy) beinhaltet die Fähigkeit, verschiedenen Symbolsystemen (sprachlich, bildlich, numerisch, auditiv) Informationen zu entnehmen; sie zu ordnen, zu erweitern und zu vernetzen. ist die Fähigkeit zur Vernetzung verschiedener Modi bei der Textrezeption und -produktion. kann durch multimodale Texte – also Texte mit unter-schiedlichen Informationsträgern – angebahnt werden. Digitale Literalität (digital literacy) beinhaltet die Fähigkeit, digitale Medien für den eigenen Lern- und Kommunikationsprozess zu nutzen. geht davon aus, dass verschiedene Texte selbst bereits multimedial als Komposita aus Text, Bildern, Grafiken und Sound strukturiert sind. und beinhaltet daher u.a. die Fähigkeit Hypertexte zu entschlüsseln und zu nutzen. Elsner/Wildemann 2013

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. 12

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. 13

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 anregt 14

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. 15 digitale Geschichten in fünf Sprachen (Deutsch, Englisch, Türkisch, Spanisch, Russisch) enthalten Aufgabentools in allen fünf Sprachen können gelesen, gehört (mit Highlighting Funktion) und angesehen werden Sprachwechsel jederzeit möglich mit integrierter Lerndokumentation

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 Sprachwechsel (Code-Switching)bietet und somit Kinder einlädt, Sprachen zu erkunden und zu vergleichen sie die Schülerinnen und Schüler auffordert, den Computer sinnvoll zu nutzen 16

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 17

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, Hörtexten und Texten bei gleichzeitig hervor- gehobener Wortfunktion Aufgaben zum Leseverständnis, zur Sprach- bewusstheit und zu sprachübergreifenden Vergleichen 18

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. 19 Hier das Video einfügen (MuViT-Software)

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 20

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. 21

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. 22

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. 23

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. 24

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 25

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. 26

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. 27 Lehrermaterial zu den Easy Readern

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 28

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. 8. Literatur Association for Language Awareness (ALA) (2007): Language Awareness defined. Online: Bach, Gerhard (2007): Multiliteralität und der europäische Bildungsauftrag. In: Elsner, Daniela/ Küster, Lutz/ Viebrock, Britta (Hrsg.): Fremdsprachenkompetenzen für ein wachsendes Europa. Das Leitziel Multiliteralität. Frankfurt a.M Elsner, Daniela (2011): Developing multiliteracies, plurilingual awareness and critical thinking in the primary language classroom with multilingual virtual talkingbooks. In: Encuentro Journal. Number: 20, Elsner, Daniela/ Armbrust, Laura/ Lohe, Viviane (MuViT-Group) (2011): MuViT - Multilingual Virtual Talking Books. Project Flyer. Brussels: European Commission. Elsner, Daniela/ Wildemann, Anja (2013): Multi-Literacies entwickeln. In: Hasan Ali Yücel Eğitim Fakültesi Dergisi /Journal of the Hasan Ali Yücel Faculty of Education. 29

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. Literatur Fisch, Jonas/ Viebrock, Britta (2013): Multiliteracies and Film Posters in the EFL Classroom. In: Elsner, D./ Helff, S./ Viebrock, B. (Eds.): Developing Multiliteracies in the EFL Classroom. Using Graphic Novels, Films and Visual Art. Münster: LIT. KIM-Studie 2010: Kinder und Medien, Computer und Internet. Basisuntersuchung zum Medienumgang 6- bis 13-Jähriger. Hrsg. vom Medienpädagogischen Forschungsverbund Südwest. Stuttgart. Online: Wildemann, Anja (2012): Sprachliches Lernen – multimodal und multimedial. In: LIFE-Materialien. 5. Ergänzungslieferung, hrsg. von der BMW-Group [ 0_0_www_bmwgroup_com/verantwortung/gesellschaft/vv_lifekonzept.s html). Wildemann, Anja (2011): Multiliteralität als Ausgangspunkt und Zielperspektive auf dem Weg in die Schrift. In: Hüttis-Graff, Petra/ Wieler, Petra (Hrsg.): Übergänge zwischen Mündlichkeit und Schriftlichkeit im Vor- und Grundschulalter. Freiburg i. B

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. 31 VIELEN DANK FÜR IHRE AUFMERKSAMKEIT THANKS FOR YOUR ATTENTION GRACIAS POR SU ATENCIÓN İLGINIZE TEŞEKKÜR EDERIM БЛАГОДАРЮ ЗА ВНИМАНИЕ!