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Sachfach(pluri-)literalität
Wissen vertiefen,
Transfer fördern &
Kommunikationsfähigkeit stärken
Dr. Oliver Meyer
The Graz Group
PH Baden
10.04.2015
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Abc
Do Coyle, Ana Halbach,
Oliver Meyer, Kevin Schuck
& Teresa Ting
Oliver Meyer
AbcYOURKU
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Eichstätt
a
21st Century Skills: Lernen für die Zukunft
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Deep Learning/Vertieftes Lernen
“Deeper learning
is the ability
to take what was learned in one situation
and apply it to another situation.
Through deeper learning
(which often involves shared learning and
interactions with others in a community),
our students develop expertise
in a particular subject and
they master
the unique ways
of the subject.”
(Pellegrino & Hilton 2012)
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Sachfachliteralität
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Dimensionen von Fachwissen
Konzepte
Fakten
Methoden &
Strategien
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Dimensionen von Sachfachliteralität
(Vollmer 2015)
Soziale Teilhabe
Interdisziplinärer
Transfer
Innerdisziplinärer
Transfer
Reflexion
Wissen
kommunizieren
& aushandeln
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Verstehen
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Auf dem Weg zu einem neuen Sprachbegriff
SLF sees language as a means for learning about the world.
It models learning as a process of making meaning, and
language learning as building one‘s meaning making potential
to make meaning in particular contexts.
Knowledge is viewed as meaning, a resource for understanding
and acting on the world.
All knowledge is constituted in semiotic systems with
language as the most central. (Mohan et al. 2010:221)
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Wechsel der Darstellungsformen und semiotische
Übersetzung: Bedingung für Sachfachliteralität
back
(Leisen 2005)
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Deep Learning: Stufen des Konzepterwerbs (Vygotsky)
1. Materielle
Phase
2.
Sprachliche
Phase
3. Mentale
Phase
back
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(Lantolf 2014)
Dimensionen sachfachlichen Handelns
Arguing
Doing
Science
Science
Explaining
Science
(Polias 2006/15)
Organizing
Scientific
Information
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Wissenspfade modellieren: Naturwissenschaften
(Polias 2006)
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Wissenspfade modellieren: Geschichte
Chronicling
history
Text type
Autobiographical
recount
Biographical recount
Historical recount
Reporting history
Descriptive report
Taxonomic report
Historical account
Explaining
history
Arguing history
Factorial explanation
Consequential
explanation
Analytical exposition
Analytical discussion
Challenge
(C. Coffin, 2006)
Social purpose
To retell the events of your own
life
To retell the events of a person’s
life
To retell events in the past, not
necessarily of a person
To give information about the
way things are or were
To organise knowledge into
taxonomy
To account for why events
happened in a particular
sequence
To explain the reasons or factors
that contribute to a particular
outcome
To explain the effects or
consequences of a situation
To put forward a point of view
To argue the case from two or
more points of view
To argue against a view
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Genre Relations in School
Mapping
Genre Relations in School
not sequenced in time - news story
resolved - narrative
engage
complicating
sharing feelings - anecdote
unresolved
sequenced
judging behaviour - exemplum
no complication - recount
my significant life events – autobiographical
histories
stages in a life (set in time) – biographical
stages in history (set in time) - historical
sequence of events – sequential
explanations
social
purposes
multiple causes for one outcome – factorial
multiple outcomes from one cause - consequential
inform
how to do an activity - procedure (recipe, experiment, maths operation…)
procedures
what to do and not to do – protocol (rules, warning…)
how a procedure was done - procedural recount (experiment report…)
one type of thing – descriptive
reports (not sequenced in time)
different types of things - classifying
parts of wholes - compositional
arguments
supporting one point of view - exposition
discussing two or more points of view - discussion
evaluate
expressing feelings about a text - personal response
text responses
D. Rose, R2L, 2006
evaluating a text (verbal, visual, musical) – review
interpreting the message of a text - interpretation
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Mapping Pluriliteracies Development (Graz Group 2015)
FAKTEN
KONZEPTE
METHODEN
STRATEGIEN
K
O
N
Z
E
P
T
U
A
L
I
S
I
E
R
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N
G
S
A
C
H
S
E
DOING
ORGANISING
EXPLAINING
ARGUING
DOING
ORGANISING
EXPLAINING
ARGUING
Anfänge
r
Fortgeschrittener
K O M M U N I K A T I O N S
Experte
A C H S E
ZWECK
MODALITÄT
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GENRE
STIL
Kognitive Diskursfunktionen: Schlüssel zum
Wissensaufbau
benennen/be
zeichnen
modellieren
beschreiben
simulieren
definieren
bewerten
erklären
argumentier
en
berichten/erzähl
en
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Modelling Meaning-Making Potential I
Sequentielles Erklärungsmuster
Ursache
Wirkung
Einfaches-kausales Erklärungsmuster
Ursache
Wirkung
Komplex-kausales Erklärungsmuster
(Factorial, Consequential)
Bedingung 1
Bedingung 2
Bedingung 3
Folge 1
Folge 2
Folge 3
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Lernpfade modellieren
Literacy
Level
Genre
Level
Micro-Level
Meso-Level
Macro-Level
(cognitive discourse function)
(i.e. explanation)
(i.e. lab report)
Anfänger
Fortgeschrittener
Experte
(Meyer 2014)
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Working with images
1. Introduce
2. Describe
3. Explain
4. Assess
Back
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Scaffolding Thinking Skills: Cause & Effect
Back
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Cause & Effect: Advanced
Back
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Operationalizing the concept
Macaro 2006: A Framework of Learning Strategies
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Skill acquisition: Practice Re-loaded
Rule-Based System
Awareness
Controlled-Practice
Memory-Based System
Communicative-Practice
Reflection
Context-rich
Context-reduced
Cognitively demanding
Cognitively undemanding
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The 4Cs Revisited
Pluriliteracies
Culture
Communication
Content
Cognition
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Reconceptualizing CLIL within a Pluriliteracies Approach
Project Website:
http://www.ecml.at/F7/tabid/969/Default.aspx
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Templates
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Creating Progressions
LEVEL III: discourse function/genre/mode/
depth of content information
LEVEL II: discourse function/genre/mode/
depth of content information
LEVEL I: discourse function/genre/mode/
depth of content information provided
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Literalitäten entwickeln
“In 21st century plurilingual societies,
languages are not compartmentalized
in a diglossic situation, but rather
they overlap, intersect, and interconnect.
A fusion of languages, dialects, scripts,
registers, and semiotic systems
characterize how people communicate today.
As political and economic alliances
are shaped and technology advances,
literacy practices and
literacy identities are
variable and integrated.”
(Sridhair in Garcia et al.)
Disciplinary Literacies
Intermediate Literacies
Basic Literacies
(Shanahan & Shanahan)
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Education at the crossroads
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Education at the crossroads
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