Supporting the Language-aware Social Studies

Language Awareness in Geography Teaching
An Analysis of the Potential of CLIL Teaching Strategies for the
Language Aware Geography Classroom
Michael Morawski - EUROGEO Conference Malaga
Why Language Awareness in Geography?
Why CLIL as Source of Potential?
Inclusion
Empirical Research in Content Language
Integrated Learning in Geography
Migration
Competences
Languageaware
Geography
Teaching
Content
Language
No Reduction of Content
Knowledge
(u.a. Golay, 2005; Passon,
2007; Meyer, 2003)
Improvement of Foreign
Language Competence
(u.a. DESI, 2008; Kniffka &
Neuer, 2008)
Research
Questions:
1. To what extent do bilingual teachers have language-awareness of
geographic language and to what extent can it be used to focus on
general geographic language demands for language-aware teaching?
2. What concepts, strategies, material or methods do bilingual
geography teacher use to foster language competence in geography and
to what extent can these concepts be used for language-aware
geography teaching in monolingual geography classes
Methodical Framework
Now
Analysis of language support
concepts in 9 CLIL
Geography schoolbooks
(English / German)
2015
Qualitative Interviews:
Analysis of language
awareness, strategies and
concepts of 16 CLIL
Geography teachers in
Germany over 6 months
2017 / 2018
Teacher training workshop
and design-based research
implementation of material in
monolingual classes
First Results – Qualitative Interviews
Model of Geographic Language Competence (GLAM) (Morawski & Budke 2016)
Strategic Concepts of Language Support in Bilingual Geography Teaching (Morawski 2016)
The poster will later be
available
on
the
homepage (QR-Code)
or can be sent to you
via e-mail.
School Book Analysis
Correlation of language
support (n) and addressed
grades of pupils
Intended language
actions via helpful
phrases (n=292)
600
3000
9%
11%
500
400
2500
51%
300
Required language
performance according
to all tasks (n=2767)
29%
200
AFB I (47% Describe)
0
AFB II (69% Explain)
5. / 6. Grade (1 7. / 8. Grade (3 9. / 10. Grade (2
Book, n=119) Books, n= 822) Books, n=154)
Words
Sentences
Texts
AFB III (44% Discuss /
Debate)
Gebäude 216a, Raum
122,Gronewaldstrasse 2
50931 Köln
Fon
+49221-470-4629
E-mail
[email protected]
2000
1500
1000
100
Address
500
0
Reception / Interaction Mediation /
Production
Transfer
University of Cologne – Institute for Geography Education
References:
DESI-Konsortium (2008): Unterricht und Kompetenzerwerb in Deutsch und
Englisch. Weinheim: Beltz.
Golay, D. (2005): Das bilinguale Sachfach Geographie. Eine empirische
Untersuchung zum sachfachlichen Lernzuwachs im bilingual deutschfranzösischen Geographieunterricht in der Sekundarstufe I (mit
unterrichtsmethodischen Empfehlungen und erprobten Materialien für die
Praxis) (Dissertation). Nürnberg: Hochschulverband für Geografie und ihre
Didaktik.
Kniffka, G. & B. Neuer (2008): Wo geht's hier nach ALDI? - Fachsprachen
lernen im kulturell heterogenen Klassenzimmer. In: Budke, A. (Hrsg.),
Interkulturelles Lernen im Geographie-Unterricht. Potsdam: Universitätsverlag,
121-135.
Meyer, C. (2003): Bilingualer Unterricht am AVG aus Schülersicht. In: AugusteViktoria-Gymnasium Trier (Hrsg.), 350 Jahre Bildung und Erziehung AugusteViktoria-Gymnasium Trier (pp. 212-222). Trier: Festschrift.
Passon, P. (2007): Evaluation von Fachlernen und Sprachlichkeit im Kontext
bilingualer Bildung. Osnabrück: Universität Osnabrück.

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