1 Introduction
The focus of this term paper is a presentation of a draft for a bilingual Geography study unit on “migration”. Firstly, the paper describes general didactic principles of bilingual teaching and furthermore exemplifies aspects of creating a bilingual teach-ing curriculum and of bilingual teaching in the geographical context in general. More-over, it adapts the curriculum for Georgraphy in Hesse for the study unit. The study unit contains five lessons that respectively emphasise one of the three aspects of the Bilingual Triangle by Hallet.
2 Didactic concepts
This chapter gives an overview of didactic concepts for teaching a subject bilingually at school. The fist concept referred to describes bilingual teaching principles more generally in terms of connecting the subject and the foreign-language teaching. The second concept “The Bilingual Triangle” is a more concrete theoretical basis espe-cially for teaching bilingual subjects among Humanities such as Geography, Politics or History.
2.1 Connecting models
In Germany there are 3 connecting models to describe bilingual teaching principles. The first model – the Linear Model – describes that the foreign language should pre-pare bilingual subject teaching and that there should be a degree from foreign-language to bilingual subject teaching. But there is no inner connection between for-eign-language teaching and subject teaching.
The second Parallel Model deals with a connection of the two subjects. This connec-tion is continual and the aim is to connect aims and tasks of foreign-language teach-ing and subject teaching.
The third model is the Integrative Model. It means that teaching is content and lan-guage integrated, i.e. teaching the subject in integration with foreign language. The aim is the instrumentalisation of a foreign language by a subject. In Germany, the third model is the ideal type of bilingual subject teaching and it should be every bilin-gual teacher’s aim. But on the contrary, just the first type is often realized because of the teacher being insecure in teaching methods, a non-standardized education pol-icy, lack of materials and the teacher’s bad education.
Table of contents
1 Introduction
2 Didactic concepts
2.1 Connecting models
2.2 The Bilingual Triangle
3 Teaching Geography
3.1 Curricular framework for bilingual Geography
3.2 Subjects of bilingual Geography
4 Implementation of the Bilingual Triangle in Geography
4.1 Migration – one aspect in the Hessian Curriculum for Geography at Gymnasien
4.2 Draft of a bilingual Geography lesson
4.2.1 Own country and culture
4.2.2 Other countries and cultures
4.2.3 Intercommunity
4.3 Didactic reasoning
5 Conclusion
Objectives and Topics
This paper aims to present a structured study unit on the topic of "migration" for a 12th-grade bilingual Geography class, integrating theoretical didactic principles with practical curriculum requirements.
- Didactic principles of bilingual teaching
- The "Bilingual Triangle" framework by Hallet
- Curricular implementation in Hessian schools
- Development of student-oriented lesson modules
- Integration of interdisciplinary and intercultural perspectives
Excerpt from the book
2.2 The Bilingual Triangle
Such didactic principles may look like The Bilingual Triangle, constructed by Hallet. Three aspects 1) phenomena and facts of your own country and culture, 2) phenomena and facts of other countries and cultures and 3) intercommunity (i. e. studies independent from culture, global and universal phenomena and facts) influence aims, contents and objects of bilingual subject teaching.
There are phases in class when the focus of teaching lies more on one of these three aspects. But the bilingual teacher should be aware that all three parts are equally important and need to be taken into consideration – notably in terms of intercultural teaching and competence.
Summary of Chapters
1 Introduction: Provides an overview of the term paper's focus on a bilingual Geography study unit regarding migration and its theoretical underpinnings.
2 Didactic concepts: Reviews existing models for connecting subject-specific and foreign-language instruction, specifically highlighting the "Bilingual Triangle" concept.
3 Teaching Geography: Explains the necessary components for building a curricular framework and discusses specific facets of Geography in a bilingual context.
4 Implementation of the Bilingual Triangle in Geography: Presents a concrete five-lesson study unit on "migration" for 12th-grade students, including didactic reasoning.
5 Conclusion: Summarizes how the study unit successfully integrates the target language into Geography teaching and fulfills the goals of content and language integrated learning.
Keywords
Bilingual Teaching, Geography, Migration, Bilingual Triangle, Didactic Concepts, Curriculum, Intercultural Competence, Integrative Model, Student-Orientation, Lesson Planning, Hessian Curriculum, Foreign Language, Interdisciplinary, Teaching Principles, Methodology.
Frequently Asked Questions
What is the primary focus of this paper?
The paper presents a practical draft for a bilingual Geography study unit centered on the topic of "migration" for 12th-grade students.
What are the central themes discussed in the work?
The work covers general didactic principles of bilingual teaching, curriculum design for bilingual settings, and the specific application of these principles in Geography lessons.
What is the primary goal of the study unit described?
The goal is to implement Hallet's "Bilingual Triangle" theory into a concrete classroom setting to achieve effective content and language integrated learning.
Which scientific methodology is utilized?
The paper employs a didactic analysis, adapting the existing Hessian Geography curriculum and theoretical frameworks like the "Bilingual Triangle" and "Integrative Model" for bilingual instruction.
What topics are covered in the main section of the paper?
The main section details the didactic concepts, the curricular framework for bilingual Geography, and provides a structured lesson-by-lesson draft for the "migration" unit.
Which keywords best characterize this publication?
Key terms include Bilingual Teaching, Geography, Migration, Bilingual Triangle, Didactic Concepts, Curriculum, and Intercultural Competence.
How does the "Bilingual Triangle" influence the lesson design?
The triangle ensures that the lessons balance three aspects: the students' own country/culture, other foreign cultures, and global/universal phenomena.
Why was the topic of "migration" chosen for this unit?
Migration serves as an ideal human-geographical topic that allows for interdisciplinary links to History and Social Studies, while also connecting to the students' personal experiences.
What is the role of the students in the proposed study unit?
Students are central participants who engage in self-organized learning through interviews, internet research, group presentations, and the creation of a bilingual glossary.
How does the study unit address the challenge of specialized terminology?
It sensitizes students to the nuances of translation and terminology by having them create a bilingual glossary, reflecting different historical and social backgrounds.
- Citar trabajo
- Evelyn Schmitz (Autor), 2007, The bilingual triangle: Teaching content and language integrated geography, Múnich, GRIN Verlag, https://www.grin.com/document/87505
