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Materialien und Medien im bilingualen Unterricht

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Materialien und Medien im bilingualen Unterricht

  1. 1. www.cardinalnewman.de 1 Materialien und Medien im bilingualen Unterricht
  2. 2. www.cardinalnewman.de 2 Materialien und Medien im BU Otten/Wildhage Bedarfsanalyse der jeweiligen Lernsituation: (a) Schwierigkeitsgrad der Aufgabe und (b) kognitiv- sprachliche Voraussetzungen der Lernenden „language and learning demands“ bei Unterrichtsplanung und Materialaufbereitung berücksichtigen Beispiele für „Unterstützungssysteme“: • Text und visuelle Materialien verbinden • muttersprachliche und fremdsprachliche Texte und Materialien kombinieren • Hilfen während pre-/ while- und post- Phasen • Text- und Satzbaukästen
  3. 3. www.cardinalnewman.de 3 Clegg • kognitiver und sprachlicher Anspruchs (vgl. Cummins) muss in einem ausgewogenen Verhältnis stehen • Visualisierung von Konzepten (bspw. Struktur eines Texts wie im Bsp. auf nächster Folie)
  4. 4. www.cardinalnewman.de 4
  5. 5. www.cardinalnewman.de 5 Thürmann • authentische Texte und moderne Medien • für Anfangsphase BU: „Materialien mit wenig sprachlichen Impulsen und vielen visuellen und non- verbalen Darstellungen unter Begleitung von vorgegebenen Redemitteln und Lexis“ Müller-Hartmann/ Schocker von Ditfurth • Empfehlen Verwendung von nicht- sprachlichen Informationen, die das Sachfach betreffen (Bilder, Karten, grafische Darstellungen und Bewegungen) • Aufgaben sollten so konzipiert sein, dass die Schüler sich auch non- verbal ausdrücken können (bspw. in Form gemalter Bilder, Musik oder Bewegungen)
  6. 6. www.cardinalnewman.de 6 Rautenhaus • Anschaulichkeit • Authentizität (möglicherweise didaktisch aufbereitet) • Verschlüsselung von Sachinformationen in Bildern • Bereitstellung von Wortfeldern • nach Möglichkeit zu einem aktiven und entdeckenden Lernen führen • persönliches Engagement der SchülerInnen wecken Krechel • authentische Materialien • vielfältige Medien und Arbeitsmittel • für Textarbeit nicht nur Instruktionstexte, sondern v.a. authentische Textformen wie Reiseberichte, Zeitungsartikel, Leserbriefe, Werbung • audiovisuelle Medien • Computerprogramme • „Prinzip der Anschaulichkeit“ der eingesetzten Materialien
  7. 7. www.cardinalnewman.de 7 • Authentizität • Substanz (nicht oberflächlich) • Klare und effiziente Repräsentation des Themas • Motivierend • Abwechslungsreich • Schwierigkeitsgrad angemessen • Schüler sollten nicht dauerhaft überfordert sein • Verständliche Texte mit viel Input • Informativ • Angemessener Schwierigkeitsgrad der Grammatik / des Vokabulars • Sprachliche Hilfestellungen liefern Inhaltliche Kriterien Sprachliche Kriterien
  8. 8. www.cardinalnewman.de 8
  9. 9. www.cardinalnewman.de 9
  10. 10. www.cardinalnewman.de 10 Quellen • Bach, Gerhard: Bilingualer Unterricht: Lernen – Lehren – Forschen. In: Bach, Gerhard/Niemeier, Susanne (Hrsg.): Bilingualer Unterricht. Frankfurt/M. 2002, 11-26 • Clegg, John: Task design in the bilingual secondary classroom: In: Masih, John (1999): Learning through a foreign language. Models, methods and outcomes. London 1999, 117- 125 • Clegg, John: Education through the medium of a second language • Krechel, Hans- Ludwig: Bilingual modules. Flexible Formen bilingualen Lehrens und Lernens. In: Wildhage/ Otten: Praxis des bilingualen Unterrichts. Berlin 2003, 12-45 • Müller-Hartmann, Andreas; Schocker- von Dithfurt, Marita: Introduction to English language teaching. Stuttgart 2004, 151- 161 • Otten/Wildhage: Content and Language Integrated Learning- Eckpunkte einer „kleinen“ Didaktik des bilingualen Sachfachunterrichts. In Wildhage, Manfred/ Otten, Edgar (Hrsg.): Praxis des bilingualen Unterrichts. Berlin 2003 • Rautenhaus, Heike: Prolegomena zu einer Didaktik des bilingualen Sachfachunterrichts. Beispiel: Geschichte. In: Bach/ Niemeier: Bilingualer Unterricht. Grundlagen, Methoden, Praxis, Perspektiven • Thürmann: Eine eigenständige Methodik für den bilingualen Sachfachunterricht? In: Bach, Gerhard/Niemeier, Susanne (Hrsg.): Bilingualer Unterricht. Frankfurt/M. 2002, 75-93 • Bildungsplan Baden- Württemberg: www.bildungsstandards-bw.de
  11. 11. www.cardinalnewman.de 11 Beate Helbig: Lern- und Arbeitstechniken im bilingualen Unterricht aufgezeigt am Beispiel von Texterschließungstechniken (in: Der fremdsprachliche Unterricht Französisch 4/1998)
  12. 12. www.cardinalnewman.de 12 Beate Helbig: Lern- und Arbeitstechniken im bilingualen Unterricht aufgezeigt am Beispiel von Texterschließungstechniken (in: Der fremdsprachliche Unterricht Französisch 4/1998)
  13. 13. www.cardinalnewman.de 13 Beate Helbig: Lern- und Arbeitstechniken im bilingualen Unterricht aufgezeigt am Beispiel von Texterschließungstechniken (in: Der fremdsprachliche Unterricht Französisch 4/1998)

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