Didaktik Slawischer Sprachen (DiSlaw) (Journal)
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CLIL nastava na ruskom jeziku u Srbiji: stanje i perspektive
Get PDFCilj rada je da prikaže okolnosti, probleme i perspektive CLIL nastave u Srbiji sa ruskim jezikom kao posredničkim na srednjoškolskom nivou na osnovu sprovedenog empirijskog istraživanja koje je obuhvatalo posetu školama, analizu dokumentacija, anonimne ankete za 12 nastavnika i 95 učenika uključenih u nastavu, kao i rezultate testiranja učenika završnih razreda Aleksinačke gimnazije sa ciljem utvrđivanja uticaja CLIL nastave na razvoj kompetencija učenika na ruskom jeziku. Na osnovu rezultata istraživanja ukazuje se na ključne probleme u vezi sa CLIL nastavom na ruskom jeziku i predlažu se smernice za njeno unapređenje.The aim of this paper is to show the circumstances, problems, and perspectives of the CLIL teachingin Serbia in Russian as a vehicular language at the high school level based on the conducted empirical research. The research included the following: visits to schools, analysis of documents, anonymous surveys filled out by 12 teachers and 95 students involved in bilingual teaching, as well as the results of students’ testing of the final grades in Aleksinac High School. The main aim was to determine the impact of CLIL teaching on the development of students’ competences in the Russian language. According to the results of the research, key problems related to CLIL teaching in the Russian language are indicated in the paper. Guidelines for improvement are proposed
Jezik(i) - Language(s) and Tongue(s) in Idioms
No full textThis article focuses on multilingualism concerning the terms language(s) and tongue(s), which use the term jezik(i) in the Slovene language. The two dimensions of meaning are illustrated using quoted phrases from the electronic dictionary of Slovenian phrasemes by Janez Keber (Fran.si) and Slovenian text excerpts from literary works. The advantage of multilingualism and the possibility of expanding competence by searching for equivalents to Slovenian phrases in German and other Slavic languages are emphasized.Im Mittelpunkt des Beitrages steht die Mehrsprachigkeit im Hinblick auf die Termini Sprache(n) und Zunge(n), die sich in der slowenischen Sprache des Begriffes jezik(i) bedienen. Die zwei Bedeutungsdimensionen werden anhand von zitierten Redewendungen aus dem elektronischen Wörterbuch der slowenischen Phraseme von Janez Keber (Fran.si) und anhand slowenischer Textauszüge aus literarischen Werken veranschaulicht. Hervorgehoben wird der Vorteil der Mehrsprachigkeit und die Möglichkeit der Kompetenzerweiterung durch die Suche von Äquivalenten zu slowenischen Phrasen im Deutschen und anderen slawischen Sprachen
How Can Multilingual Didactic Approaches Be Implemented in Practice? An Example for Russian Language Teaching
No full textThe aim of this theory-based best practice example is to demonstrate how the well-known Russian birthday song by Gena the Crocodile can be applied to classroom settings in order to promote multilingual education as well as the individual multilingualism of pupils. Moreover, it is meant to raise a general awareness for linguistic similarities and differences. In addition to Russian, the teaching example makes use of different foreign languages that are frequently taught at schools such as English, Italian, Spanish and French. Besides those, the best practice example also takes the pupils’ first or heritage languages into account. The example follows the pre-, while-and post-structure, and is aimed at the language level A2+. The ready-to-use worksheet is preceded by a theoretical comment and didactic considerations regarding its implementation into the Russian language classroom. The answer keys are provided at the end of this contribution.Ziel dieses theoretisch fundierten Best Practice Beispiels ist es, anhand des bekannten russischen Geburtstagsliedes von Gena dem Krokodil aufzuzeigen, wie die schulische und lebensweltliche Mehrsprachigkeit von Schüler*innen befördert und ein Bewusstsein für sprachliche Gemeinsamkeiten und Unterschiede geschaffen werden kann. Das Unterrichtsbeispiel bedient sich neben Russisch häufiger Schulfremdsprachen (z.B. Englisch, Italienisch, Spanisch, Französisch), bezieht aber auch die Erst- bzw. Herkunftssprachen der Schüler*innen mit ein. Das Unterrichtsbeispiel ist auf das Kompetenzniveau A2+ ausgerichtet. Weiterhin folgt es dem didaktischen Dreischritt, d.h. es ist in пред-, при- und послетекстовая работа untergliedert. Dem gebrauchsfertigen Arbeitsblatt sowie den Lösungen sind ein theoretischer Kommentar sowie didaktische Überlegungen vorangestellt
A Foreign Accent Modeling Activity Based on Learner-led Contrastive Analysis: L1-as-Pedagogy in Action
Get PDFIncreasing demand for multilingual, transcultural, inclusiveand transformative foreign and second language (L2) education forces us to rethink the use of different activities, involving students’ mother tongue (L1) in L2 classrooms, including activities based on Contrastive Analysis. This article introduces a foreign accent modeling activity based on learner-led phonetological (phonetic-phonological) contrastive analysis integrated into task-based L2 pedagogy as an instructional strategy to reinforce learners’ phonological awareness and increase their self-esteem as bilingual persons by capitalizing on their expertise in L1 and L2. We present theoretical, pedagogical and linguistic rationales of the accent modeling activity, and discuss its design and implementation, based on the example of teaching Russian to French-speaking learners at low levels of proficiency. We close with a discussion of the foreign accent modeling activity as an example of L1-as-pedagogy, which reviews the principles of contrastive teachingin the light of approaches to bilingual L2 learner’s and teacher’s identityfrom poststructuralist applied linguisticsРастущий интерес к мультилингвизму, транскультурализму, «включенности» и «трансформативному обучению» в сфере преподавания иностранных языков (L2) заставляет нас переосмыслить использованиe в языковой классе родного языка (L1) учащихся. В том числе речь идёт о видах обучающей деятельности, основанных на контрастивном анализе. Статья имеет целью представить моделирование иностранного акцента как обучающий метод, основанный на принципах «задачной лингвопедагогики» и фонетологического (фонетико фонематического) контрастивного анализа, в котором сам обучающийся (а не учитель) выступает «контрастивистом». Метод имеет целью развитие фонологического сознания учащихся и повышение их самооценки как двуязычных личностей, благодаря использованию их экспертных знаний и лингвистического опыта, в L1 и L2. В статье обсуждаются педагогические и лингвистические обоснования моделирования иностранного ак цента, а также его дизайн и применение в языковом классе на примере преподавания русского языка франкоговорящим студентам на начальном уровне обучения. В заключение мы обсуждаем моделирование иностранного акцента как пример нового тренда в лингводидактике – L1-как-обу-чающий-приём –, который старается пересмотреть принципы «контрастивного обучения» в свете идей постструктуралистской прикладной лингвистикой о билингвальной личности обучающегося и учителя
The CEFR Companion Volume: Opportunities and Challenges for Language Assessment
Get PDFOver the last two decades, the Common European Framework of Reference for languages (CEFR) has become the most influential tool of language policy-making in Europe and beyond. The publication of the companion volume (CEFR-CV) constitutes a new milestone for teaching, learning and assessing languages, and is a most timely reaction to common criticism of the framework. In addition to new scales, descriptors and competence levels, the CEFR-CV introduces new modalities and broadens the scope for mediation and plurilingual/cultural communication, thereby updating and extending previous construct definitions for increasingly digitized and diverse societies. Despite the CEFR’s major impact on the language testing industry, there is thus far scarce literature on how to operationalize the CEFR-CV for assessment with the expanded framework. In addition to the huge potential for innovative assessment tasks and formats, this raises questions with regard to construct definitions, task development, test quality assurance, and rating practices. This paper will focus on six noteworthy innovations of the CEFR-CV and discuss the opportunities and challenges for assessment: (1) departure from the native-speaker norm, (2) stronger consideration of digital communication, (3) interlingual mediation, (4) intralingual mediation, (5) phonological awareness, and (6) the provision of richer descriptions of lower-level learner competencies.Over the last two decades, the Common European Framework of Reference for languages (CEFR) has become the most influential tool of language policy-making in Europe and beyond. The publication of the companion volume (CEFR-CV) constitutes a new milestone for teaching, learning and assessing languages, and is a most timely reaction to common criticism of the framework. In addition to new scales, descriptors and competence levels, the CEFR-CV introduces new modalities and broadens the scope for mediation and plurilingual/cultural communication, thereby updating and extending previous construct definitions for increasingly digitized and diverse societies. Despite the CEFR’s major impact on the language testing industry, there is thus far scarce literature on how to operationalize the CEFR-CV for assessment with the expanded framework. In addition to the huge potential for innovative assessment tasks and formats, this raises questions with regard to construct definitions, task development, test quality assurance, and rating practices. This paper will focus on six noteworthy innovations of the CEFR-CV and discuss the opportunities and challenges for assessment: (1) departure from the native-speaker norm, (2) stronger consideration of digital communication, (3) interlingual mediation, (4) intralingual mediation, (5) phonological awareness, and (6) the provision of richer descriptions of lower-level learner competencies
Internal Differentiation and Individualization in Textbooks for Teaching Slovene at Primary Level in the Bilingual Slovene-German Area
No full textIn this paper, we present the design of a textbook that, from both a linguistic and a didactic point of view, introduces activities and authentic texts for two fundamentally different language levels of Slovenian learners in primary schools. Linguistic heterogeneity is not only everyday school life with traditionally established methods, but it also puts many challenges to teachers, especially if they independently prepare individualized learning materials on a daily basis and implement internal differentiation in lessons. In the first part of the paper, we present the existing teaching material for bilingual lessons in the subject of Slovene. In the second part of the paper, we propose a model of internal differentiation in the classroom and present the design of the textbook, which mediates communicative activities and with a text-based method enables progress at (at least) two different language levels, such as beginners in learning Slovenian and students at the language level B2.V prispevku predstavljam zasnovo učbenika, ki tako z jezikoslovnega kot didaktičnega vidika vpeljuje aktivnosti in avtentična besedila za dve bistveno različni jezikovni ravni učenk in učencev slovenščine v ljudski šoli. Jezikovna heterogenost je ne le šolski vsakdan z že tradicionalno ustaljenimi metodami in oblikami dela, ampak postavlja številne izzive tudi pred učiteljice in učitelje, še zlasti, če ti na dnevni bazi samostojno pripravljajo individualizirano učno gradivo in pri pouku izvajajo notranjo diferenciacijo. V prvem delu prispevka predstavim obstoječe učno gradivo za dvojezični pouk pri predmetu slovenščina. V drugem delu prispevka pa predlagam model notranje diferenciacije v razredu znotraj enega prostora ter predstavim zasnovo učbenika, ki posreduje komunikativne aktivnosti ter na osnovi metode dela z besedilom omogoča napredovanje učenkam in učencem (vsaj) na dveh različnih jezikovnih ravneh, kot so začetnice in začetniki pri učenju slovenščine ter učenke in učenci od ravni B2 naprej.This paper presents the design of a textbook that, from both a linguistic and a didactic point of view, introduces activities and authentic texts for two fundamentally different language levels of Slovenian learners in primary schools. Linguistic heterogeneity is not only everyday school life with traditionally established methods, but it also puts many challenges to teachers, especially if they independently prepare individualized learning materials on a daily basis and implement internal differentiation in lessons. In the first part of the paper, the existing teaching material for bilingual lessons in the subject of Slovene is presented. In the second part, a model of internal differentiation in the classroom is proposed. As a next step, this paper focuses on the design of the textbook, which mediates communicative activities and with a text-based method enables progress at (at least) two different language levels, such as beginners in learning Slovenian and students at the language level B2
Ausgabe 4: Differenzierung und Individualisierung
No full textWir freuen uns, Ihnen die vierte Ausgabe der Zeitschrift DiSlaw, diesmal zum Thema „Differenzierung und Individualisierung“, präsentieren zu können. Differenzierung sieht die Anpassung schulischer Lernangebote und Leistungsanforderungen an das eigene Lerntempo, die individuellen Interessen und persönliche Leistungsfähigkeit der Lernenden vor (vgl. Müller, 2018). Differenziert werden kann im schulischen Kontext auf verschiedene Arten, z.B. anhand von Aufgaben, Methoden, durch Wahlunterricht, nach Lernprodukten und sozialen Aspekten, um den unterschiedlichen Fähigkeiten, Lernstilen, Begabungen und Neigungen der Schüler*innen gerecht zu werden (vgl. ebd., 18–43; siehe hierzu auch Niggli, 2012). Der Unterricht slawischer Sprachen in Europa ist zunehmend durch die Heterogenität der Lernenden gekennzeichnet, wie z.B. aufgrund von bilingualen, herkunftssprachlichen und Fremdsprachenlernenden (vgl. z.B. Vogtenhuber et al., 2012, 22). In Anbetracht dieses breiten Spektrums sprachlicher und individuell bedingter Voraussetzungen bedarf es neuer Konzepte, Modelle und Aufgaben, die der steigenden Heterogenität der Lerngruppen gerecht werden.We are pleased to present the fourth issue of the DiSlaw journal to you, which is devoted to the topic “Differentiation and Personalisation”. Differentiation advocates the adaptation of school learning opportunities and performance requirements to the pupils’ own learning pace, individual interests, and personal capabilities (cf. Müller, 2018). In the school context, differentiation can occur in various ways, e.g. by means of different tasks and methods, optional classes, learning products, and social aspects (cf. ibid, 18–43). Thus, different abilities, learning styles, aptitudes, and inclinations of learners can be considered (cf. e.g. Niggli, 2012). In Europe, the teaching of Slavic languages is increasingly characterised by the heterogeneity of learners, such as bilingual and heritage speakers as well as foreign language learners (cf. e.g. Vogtenhuber et al., 2012, 22). In view of this broad spectrum of linguistic and individual differences, new concepts, models, and tasks are required to counterbalance the increasing heterogeneity of learner groups
Mono-/Multi-/Pluri-/Inter-/Trans- in Council of Europe Language Policy Documents: A Synopsis
Get PDFThis article examines the usage of the prefixes mono-, multi-, pluri-, inter-, and trans-(cultural) in two Council of Europe language policy documents, the Common European Framework of Reference for Languages (CEFR, 2001) and its Companion Volume (2020). It focuses on their evolution and implications in language teaching and cultural understanding, particularly translating these concepts into Russian to illustrate their application in Slavic language education. The article highlights a shift from monolingual frameworks towards embracing multilingualism and plurilingual competences, reflecting a broader societal move towards recognising and integrating linguistic and cultural diversity. The article also addresses the limited but emerging engagement with transcultural perspectives, suggesting areas for further development in European language policies.Dieser Artikel untersucht die Verwendung der Präfixe mono-, multi-, pluri-, inter- und trans-(kulturell) in zwei sprachenpolitischen Dokumenten des Europarats, nämlich dem Gemeinsamen europäischen Referenzrahmen für Sprachen (GERS, 2001) und seinem Begleitband (2020). Der Artikel zeichnet ihre Entwicklung und Konsequenzen für den Sprachunterricht sowie für das kulturelle Verständnis nach, wobei diese Konzepte ins Russische übertragen werden, um ihre Anwendung im slawischen Sprachunterricht zu veranschaulichen. Der Artikel stellt den Übergang von einsprachigen Modellen hin zu Mehrsprachigkeit und plurilingualen Kompetenzen heraus, welche eine breitere gesellschaftliche Entwicklung bis hin zur Anerkennung und Integration von sprachlicher und kultureller Vielfalt widerspiegeln. Der Artikel befasst sich auch mit der begrenzten, aber sich abzeichnenden Auseinandersetzung mit transkulturellen Perspektiven und zeigt Bereiche für die weitere Entwicklung der europäischen Sprachenpolitik auf
Russian Language Teaching in Multilingual Environments Outside of Russia
No full textIn diesem Artikel wird das Erlernen der russischen Sprache in mehrsprachigen Umgebungen außerhalb Russlands thematisiert. Zunächst werden die Konzepte der interkulturellen kommunikativen Kompetenz und der Transkulturalität definiert, wobei die kognitive und interkulturelle Flexibilität zwei- oder mehrsprachiger Personen hervorgehoben wird. Anschließend beschreibt der Autor vier methodische Modelle, wobei er zwischen dem Erlernen des Russischen als Erst- oder Fremdsprache und als Zweit- oder Familiensprache unterscheidet. Der Autor kommt zum Schluss, dass Lernende auf B2/C1-Niveau ihre kommunikativen Fertigkeiten am besten in einer transkulturellen Sprachlernumgebung weiter ausbauen können.This article examines Russian language learning in multilingual environments outside of Russia. First, it defines the concepts of intercultural communicative competence and transculturality, highlighting the cognitive and intercultural flexibility of bi- or multilingual individuals. The author then describes four methodological models, distinguishing between learning Russian as L1, as a foreign language, and as a second or family language. The article concludes that the best way for B2/C1 students to further improve their communication skills is through a transcultural language learning environment
Selected Educational Differentiation Principles and Tomlinson’s Model Adapted to RFL Teaching
Get PDFThe following contribution highlights the relevance of differentiation in the educational context and provides a selection of principles and techniques which can be applied to cater for classroom diversity. Adapting Tomlinson’s model of differentiation, which is divided into seven interrelated areas, it offers concrete ideas as to how to achieve maximum learner potential realization in the Russian as a foreign language (RFL) classroom.Der folgende Beitrag unterstreicht die Relevanz von Differenzierung im Bildungskontext. Der Artikel bietet eine Auswahl an Prinzipien und Techniken, die angewendet werden können, um die Diversität im Klassenzimmer zu fördern. In Anlehnung an Tomlinsons Differenzierungsmodell, das in sieben miteinander verknüpfte Bereiche unterteilt ist, liefert der Artikel konkrete Ideen, wie die Potenziale der Lernenden im Russischunterricht möglichst umfassend ausgeschöpft werden können