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Study Modules for Majority Language Teacher Training

Study Modules for Majority Language Teacher Training module 1: Diversity in the Majority Language classroom: Identities Work of Teachers and Learners (1.1: Language and Identity. 1.1 Language and Identity. 1.1.1 Brainstorming. Who among you is plurilingual ?

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Study Modules for Majority Language Teacher Training

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  1. Study Modules for Majority Language Teacher Training module 1: Diversity in the Majority Language classroom: Identities Work of Teachers and Learners (1.1: Language and Identity

  2. 1.1 Language and Identity

  3. 1.1.1 Brainstorming Who amongyouisplurilingual? • discussion in smallgroups • discussion in plenary • Howcanplurilingualismbedefined? • Today thecontactwith different varieties/languagesisinescapable! • Everyonehas different Language Repertoires!

  4. 1.1.2 Demographic Change • Worldwide pluriligualism is normal and monolingualism the exception. • Individual and social plurilingualism play an important role as well in many European countries: • „internally“ (autochthonous minority languages) • „externally“ (allochthonous minority languages) • Effects on the educational scope!

  5. Plurilingual School (Example Germany): „In a classof 23 pupils 9 ofthemspeak German as a mothertongue: Marko, Neil, Jan, Annika, Sylvia, Jessica, Nicole, Melanie. Jolanthe, Anna, Patrick, Christine, Romana and Robert areGermsanresettlersfromPoland, Anna and Albert are German resettlersfromKazakstan. Helayandarefrom Afghanistan, Mussiefrom Eritrea, Guiseppe fromItaly, Volkan comesfrom Turkey, Simon from Paraguay, Kevin is American“ (Budde 2001: 7)

  6. Conclusion 1: • In theeducationalarea individual andsocialplurilingualismare normal. • Thispointofdeparturechallengesparticularlathemajoritylanguageeducation, because: • pupilsneedtoacquirecompetences in themajoritylanguagewhicharetheconditionforanyfurthereducationalsuccess. • thelinguisticskillsofpupils in plurilingualclassesareenormouslyheterogeneous. • Plurilingualismis a matter ofteachersandlearners!

  7. 1.1.3 Language Portraits Task 1: • Please create a poster with the title: „My Languages“ (languages and dialects which you can talk or which are important to you for any other reason). • Please try to visualize your attitude/mindsets towards these varieties (e.g. by creating a language landscape, language body etc.). • Please take now notes on the poster commenting your mindsets.

  8. „Gallery Walk“:Regardingtheexhibits

  9. Example 1: Language Body (Student, Switzerland) I speak four different languages. My mother or first language is Albanian. It covers a big part of my language body, because I use it every day to talk with my family, my friends and my boyfriend. Besides the biggest part of my upper body my hand is also green / blue. I painted it that way, because Albanian, as my hand, too, is a tool, that helps me in my every day life. French, in the same hand, is marked with blue, too. It´s only a small part, because I don´t like this language too much. Nevertheless I can handle it and use it quite a lot in Switzerland. German is my second language.

  10. Example 2: LinguisticLandscape (Student, Austria) MySocializationand I, ÖDaF-Conference 2010, Georg Gombos

  11. Example 3: Language Zoo (Pupil, 9 years, Italy)

  12. Other examples

  13. 1.1.4 Language Learning Biography Task 2: • Please write your biography focussing on your language learning process (biographiy elements are welcome): • How did you achieve your repertoires? What can you remeber?

  14. Example 1 (Student, Austria): • The languageofmyheart in which I think, dream, laugh, cryandloveistheStyriandialect. I grewupatthecountryside, athomewenevercommunicated in Standard German. • At Primary School thereweretheforstdifferentiationsbetweendialectandstandardvariety. Itbegantobeimportantto talk „beautifully“ duringthelessons. […]

  15. Example 2 (Student, 20 years, Austria) C‘erauna volta eine languageche mi fascinated sehr: Den firstcontact mit einer foreignlanguage hatte ich attheageof 4. Mein dad hatte kein Englisch atschool und versuchte sich durch languagecourses „very British“ im holiday zu verständigen. Atthat time habe ich alles, was ich nicht verstanden hatte, interesting, spannend, fascinating gefunden und I immediatelybegan alles nachzuplappern. I fell in lovewithituntilungiorno im Urlaub qualcosa passiert ist. Ho incontrato eine andere, sehr seltsame, extremly veloce Sprache. Perchè sie mir noch nie zuvor aufgefallen ist? Strano! Era molto anders als thefirstone. Adesso war ich confused. Erosicurache I was in lovecon la firstonemawhatnow? Ma meine mammatoldmethatattheageofmiofratello I couldlearn beide Sprachen und this mi piaceva molto…[…]

  16. Example 3: (Student, 21 years, Switzerland):

  17. Example 4 (Student, 20 years, Switzerland):

  18. Example 5 (Student, 20 years, Switzerland):

  19. 1.1.5 Reflectionlearner´slanguagebiography Task 3: Pleaseexchange in pairsaboutyourcurrentlanguagebiographies. The followingaspectscouldbeinteresting: • academic vs. extracurricular languagelearning • motivating vs. demotivatingelements • positive and negative memories • theroleofteachers, parents, friends, peers, … • beneficial vs. obstructiveinfluences

  20. 1.1.6 Language Learning Experience Task 4: Examples: Mini Language Course (Hungarian, Russian, Arabic), stayabroad, Internet Link Reflectionquestions: • Whatfeelingsdidemerge? Howdidtheychangeduringthelearningexperience? • What was especially easy/diffulttome? • Howdid I experiencethe „setting“ (method/speed)? • What do theseexperiencesmeantome?

  21. Conclusion 2 • In a globalizedworldeveryonecomesintocontactwithmanyvarieties (first, second, foreignlanguages, dialects, varietiesofclassmates, …) anddisposesthusof different languagerepertoires! • Withourlanguagesweconnectemotions, memoriesandpersons; thereforetheyareinseparablylinkedwithour (language) biographyandforthisreasonwithouridentity! In manycaseswehave a heartlanguage; oftenthisisourfirstlanguage. • In theeducationalarea, thisimplicatecpedagogicanddidacticconsequences, especially in themajoritylanguageeducation!

  22. Concretelyitisnecessarythatteachers… • … reflecttheirlanguagebiographyandtheirgeneralattitudestowardsplurilingualism. • … welcomeeverylanguage in theclassroomandillustrateculturalandlinguisticvariety (cp. modules1.2 & 1.3). • … command a widebackgroundknowledgetobeabletobenefitdidacticallyfromplurilingualism in themajoritylanguageclassroom (cf. modules 2 & 3).

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