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Bio bilingual

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Tilo Dombrowski

on 9 October 2015

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Transcript of Bio bilingual

scientific method (SI)
(observation-question-hypothesis-
investigation-conclusion)
mind-/concept maps
consolidation via playful activities
occasional use of German
(make CALP available in L1)
focus on local environment
spiral curriculum
(content and language!)
Biology in the Bilingual Classroom
General Characteristics
international discourse in English
dominant bilingual scientific subject
higher level of understanding
more time consuming
Suitability
Characteristics
visual support
(graphs, tables, ...)
standardized language
(recurrent vocab / easy syntax)
vocab highly transferable
(English: CALP resembles BICS
German: latin-based/English loanwords)
plenty of excellent international material
many authentic communicative situations
Methodology
Figures
Chances and Problems
+ different didactic approaches

(new reflection on teaching material)
+ intercultural learning

- not enough well-educated teachers
- lack of empirical data
need of coordination between Biology and English
per se an interdisciplinary approach
Does CLIL imply a decrease of content knowledge?
language skills significantly better
(DESI, 2006)
no difference in content knowledge
higher motivation
(normative)
earlier mastery of CALP
(lack of BICS)
Intercultural Learning
Assignment
Create tasks for ...
checking the general understanding of the material.
fostering intercultural competence.
prompting students to make a personal statement.
Why teaching Intercultural Competences
in (Bilingual) Biology classes?
KmK
: Interkulturelle Bildung und Erziehung in der Schule (1996, S.5):(...)Der interkulturelle Aspekt ist dabei nicht in einzelnen Themen, Fächern oder Projekten zu isolieren, sondern eine Querschnittsaufgabe in der Schule.

RLP Biologie
, Grundsätze:Die Lernenden erweitern ihre interkulturelle Kompetenz und bringen sich im Dialog und in der Kooperation mit Menschen unterschiedlicher kultureller Prägung aktiv und gestaltend ein.
Criticism
Biology as a bilingual subject
"Natural science subjects have no significant relationship with the culture of the partner country" (Mäsch 1993, S.162).

criticism: biology/science subjects = independent from culture
Pro
Biology as a bilingual subject
teaching biology bilingually ≠ just adopting the content of the curriculum and teaching it in English
BUT: incorporating examples from target language cultures and compare these with ones own culture
subjects like history and geography = more culturally determined
biology lessons which are relevant to the students’ lifes always offer potential for intercultural learning as well
Pro
Biology as a bilingual subject
scientific practise assessed differently in different cultures
(e.g. genetically modified food Germany/China)


examples from other countries which might be doomed “impossible” or “crazy” first
increases student’s interest & initiates self-reflection
Science across the World
(www.scienceacross.org)
an exchange project of the „Association for Science Education“
(ASE)
provides database of scientific resources in many languages
Aim: communicate about scientific subjects and their regional and national importance all over the world
Science across the World
(www.scienceacross.org)
each topic has
1) teachers notes
2) student pages (activity sheet/information sheet)
3) an exchange form

exchanging results and using a foreign languageas much about science as it is about communication resources = authentic texts for language teachers
+ students use foreign language naturally
Richtlinien
Anfangsphase lehrerzentriert
fachliche Plateaubildung durch regelmäßige Sicherungsphasen
Wiederholungen u.U. auf Deutsch
Primat des Fachunterrichts
im Anfangsunterricht geschlossene Aufgabenformate für Leistungserhebung
Full transcript