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Tanja Tajmel Humboldt- Universität zu Berlin Language dimensions in learning and teaching science

Tanja Tajmel Humboldt- Universität zu Berlin Language dimensions in learning and teaching science. Seminar on languages of schooling in all subjects Council of Europe, 27-28 September 2012. Requested language dimensions in school 1. On general level

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Tanja Tajmel Humboldt- Universität zu Berlin Language dimensions in learning and teaching science

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  1. TanjaTajmelHumboldt-Universitätzu Berlin • Language dimensions in learning and teaching science Seminar on languagesofschooling in all subjects Council of Europe, 27-28 September 2012

  2. Requestedlanguagedimensions in school • 1. On generallevel • 2. On domain- andsubjectspecificlevel • National educationalstandards • Subjectspecificcurricula • 3. On teachingand operational level

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

  4. Fields of competences in physics/chemistry/biology (KMK 2004) Scientific knowledge (F) Acquisitionofknowledge (E) Communication (K) Evaluation (B)

  5. Fields of competences in the sciences (KMK 2004) Acquisitionofknowledge (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

  6. Requestedlanguagedimensions in school • 1. On generallevel • 2. On domain- andsubjectspecificlevel • National educationalstandards • Subjectspecificcurricula • 3. On teachingand operational level

  7. Which language functions are (considered to be) required for a specific subject? Analysis of the subject specific language functions (educational standards and curricula) Top down How to characterise the required language functions on an operational level? Bottomup Analysis oftherequiredlinguisticmeans; raisingthelanguageawarenessofteachers  Analysis framework

  8. An example

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

  10. 6. Bedarfsanalyse The students observe and describe a phenomenon Bottomup Whichlinguisticmeansarenecessarytodescribethisphenomenonprecisely?

  11. 2. Sensibilisierung Whichlinguisticmeansarenecessarytodescribethisphenomenonprecisely? You will recogniseitimmediatily, whenyoutakethestudentsperspective! Bottomup Observe the phenomenon! Describe in everyday language, what you observe! Use your best foreign language!

  12. Top down actually required linguistic means Bottomup

  13. Top down Bottomup actually required linguistic means

  14. 2. Sensibilisierung coathanger (beam) balance weight(-s) balance beam to submerge… to dip in ... balance light - heavy horizontal – inclined - upright

  15. Effects on thestudentsperformance

  16. when the beaker is filled with stone, the stone becomes lighter than the other 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

  17. N=27 N=27 when the beaker is filled with stone, the stone becomes lighter than the other 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

  18. Thankyouforyourattention! tanja.tajmel@physik.hu-berlin.de

  19. References Freie Hansestadt Hamburg. Behörde für Schule und Berufsbildung (2011): Bildungsplan Stadtteilschule. Jahrgangsstufen 5-11. Lernbereich Naturwissenschaften und Technik. Hamburg. Kultusministerkonferenz (KMK) (2005): Bildungsstandards im Fach Physik für den Mittleren Schulabschluss (Beschluss vom 16.12.2004). 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

  20. Teaching material Kleiderbügelexperiment Book + CD-ROM with video of the „Coathanger-Experiment“

  21. References 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, http://www.uni-due.de/imperia/md/content/prodaz 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, http://www.coe.int/t/dg4/linguistic/Source/Checklist_Nord-Rhein-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. http://www.coe.int/t/dg4/linguistic/Source/Source2010_ForumGeneva/1-LIS-sciences2010_EN.pdf

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