Learning with and by Language: Bilingual Teaching Strategies for the Monolingual Language-Aware Geography Classroom

Autor/inn/en	Morawski, Michael; Budke, Alexandra
Titel	Learning with and by Language: Bilingual Teaching Strategies for the Monolingual Language-Aware Geography Classroom
Quelle	In: Geography Teacher, 14 (2017) 2, S.48-67 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933 8341
DOI	10.1080/19338341.2017.1292939
Schlagwörter	Teaching Methods; Bilingualism; Geography Instruction; Foreign Countries; Secondary School Students; Immigration; Achievement Tests; International Assessment; Linguistic Input; Educational Policy; Inclusion; Second Language Learning; Second Language Instruction; Interdisciplinary Approach; Language of Instruction; Course Content; Qualitative Research; Teacher Attitudes; English (Second Language); German; Interviews; Secondary School Teachers; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Geography education; Geography lessons; Geografieunterricht; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sprachbildung; Politics of education; Bildungspolitik; Inklusion; Zweitsprachenerwerb; Fremdsprachenunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching language; Unterrichtssprache; Kursprogramm; Qualitative Forschung; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Interviewing; Interviewtechnik; Deutschland
Abstract	Geography lessons center on a language-based product with socially relevant geographic content. The subject of geography in secondary schools in Germany faces three major challenges that make a stronger focus on language in the monolingual geography classroom necessary. First, more than 30 percent of German pupils in secondary schools have a migration history. Second, the ground-shaking results of the Organisation for Economic Co-operation and Development's 2001 Programme for International Student Assessment (PISA) have led to a paradigm shift in Germany, moving from an input-focused lesson toward an output-focused one. Third, current education policy in Germany has also led to a shift toward an inclusive school system, where children with and without special needs learn together. In the context of these language challenges, this article specifies the idea of using bilingual geography teaching as a pool of language teaching potential for the monolingual classroom. Bilingual geography is an area that has been tested and evaluated in Germany since the beginning of the 1990s and has found successful means to combine language teaching with teaching of geographic content. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01