Generalisierbare sprachlich-diskursive Kompetenzen im bilingualen Unterricht (und darüber hinaus).

Autor/in	Zydatiß, Wolfgang
Titel	Generalisierbare sprachlich-diskursive Kompetenzen im bilingualen Unterricht (und darüber hinaus).
Quelle	Aus: Breidbach, Stephan (Hrsg.); Viebrock, Britta (Hrsg.): Content and language integrated learning (CLIL) in Europe. Research perspectives on policy and practice. Frankfurt am Main: P. Lang (2013) S. 315-332Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-631-64400-3
Schlagwörter	Bildungssprache; Kompetenz; Denkprozess; Lehrerausbildung; Fachkompetenz; Lernprozess; Sprache; Sprachkompetenz; Unterrichtssprache; Bilingualer Unterricht; Sachunterricht; Fachunterricht; Inhalt; Deutschland
Abstract	The curricular concept referred to as "bilingualer Sachfachunterricht in German (or "bilingualer Unterricht" for short) has been in existence in Germany for about 35 years now. It represents a genuine grass roots movement, since these extensive "bilingual" courses (covering several years of the secondary curriculum in - on average - two school subjects) were developed - at least in their early days - mainly by dedicated classroom practitioners in the wake of the German-French treaty of 1963. Meanwhile the range of subjects taught in a foreign language has increased considerably, especially as regards science subjects (notably biology). There has also been a significant shift from French towards English medium content teaching; and the approach has seen functional differentiation (e.g. towards bilingual modules / CLIL at the lower secondary school level and towards temporary enrichment courses at the upper secondary level). Presently about 700 German schools offer the extensive variant of the curricular concept (i.e. the "bilingualer Zug /Zweig"), drawing also upon Spanish, Russian or other foreign languages as the tool of instruction. Given the substantial diversification of the concept in German schools plus the challenges faced by the educational system in the shape of ever-increasing after-school demands on young people with regard to functional first / second and/or foreign language abilities (be they induced by vocational / professional training or university studies), the question has to be raised whether there are general linguistic-discursive competences (in both the learners' first or second language and in the foreign language) that serve as indispensable "cultural tools" (Vygotsky) for further content learning (regardless of the area school leavers work /study in or get trained for). The article claims that this is the case and that it is pedagogically desirable (or even necessary) to highlight them explicitly; because it would assure and enhance the quality of a general education. More and more young adults have to acquire, after all, new knowledge, skills and forms of thinking through the mediating role of a second and/or foreign language. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2