Organisation und Durchführung bilingualer Unterric..
Organisation und Durchführung bilingualer Unterrichtssequenzen
Date du début: 1 juin 2015,
Date de fin: 31 mai 2016
Bilingual teaching should gradually be introduced at our school, as it leads to a higher communcatice competence among the students.
As a matter of fact, teachers had to be motivated and trained at first, so that they would eventually be able to put this theoretical concept into reality successfully. For that very reason, three teachers agreed on taking part in a further-education programme in Great Britain and Ireland respectively, to prepare the implementation of bilingual teaching at our school. Two teachers that are no English teachers took part in so-called CLIL courses (in Oxford and Brighton) to deal with teaching methods concerning bilingual teaching and to practise the English language intensively. Another teacher who is an English teacher took part in a so-called ALM course which promoted new approaches of teaching a foreign language as well as the use of the new media in the English classroom. Following the further-education courses, the three participants discussed and evaluated the outcomes of the course.
In order to realize the project, the teachers then started with the planning and implementation of a so-called „Fremdsprachentag“. On that very day, which is held every two years, the students from classes 5 – 8 have the opportunity of encountering the foreign languages taught at our school in a rather cheerful way. The teachers involved in the project decided on carrying out those bilingual sessions in the 8th classes as those students have a rather good command of English and in that way the concept of using the target language throughout could be successfully realized. Sequences in English were planned for geographical and mathematical topics. Those plans had to be readjusted in the course of the school year as one of the very teachers served as a chaperone in a student exchange with Prescott Valley/Arizona, which took place simultaneously. Yet this change was not seen as a negative thing; quite on the contrary: the teacher felt well-prepared through the further-education course in Brighton and was thus willing to carry out that task. Furthermore, this student exchange with Bradshaw Mountain High School in Prescott Valley also meets the demands of more communicative competence amongst our students and it also helps to enlarge their cultural awareness to a great extent. On top of that, by means of that exchange the teacher represented our school in Arizona and in that way promoted the region of Zeitz and the school in particular. That trip abroad also served another purpose. The teacher could actively use the target language for a longer period again and this has contributed to even more self-confidence in using the foreign language, which is necessary for the tasks lying ahead.
All the before mentioned points out why the plan for the project had to be adapted. As a consequence, the teachers decided on a main topic for the „Fremdsprachentag“ called A Trip Around The World. The students of year 8 were offered the following mini-courses: Canada, A high school year in Pennsylvania, A year spent in New Zealand, Our sister city Prescott Valley. The Geography teacher introduced Canada, and students of our school who have already gone abroad to the USA or New Zealand respectively, were keen on sharing their experience with the 8th classes. The outcomes among the students from year 8 were overwhelming: on the one hand, they were deeply impressed by the teacher’s consequent use of the target language and were eagerly willing to take part in that lesson. On the other hand, they were absolutely fascinated by the adventures and experiences of the students who hadve already been away from home for a longer time. On top of that, the students were not only listeners, but actively used English too - without hesitation. At the end of the day, both teachers and students were really content. The students realized that they had understood and spoken English without being aware of it all day long. The students told the teachers afterwards that this had left them with a good feeling and more self-confidence. They said that they hoped for more of such projects in the future. The role of the English teacher in that project was to organise the course of the day and to assist with teaching methods and language matters. She thought that the mini-projects on that day were carried out with a good level of English and had a strongly motivating effect on both students and teachers.
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