Mehrsprachigkeit im Elemantarbereich unterstützen ..
Mehrsprachigkeit im Elemantarbereich unterstützen und didaktische Konzepte erschließen
Start date: Jun 1, 2015,
End date: May 31, 2017
Multilingualism and cultural diversity are rewarding for all children at nursery and primary schools. In the economic region of Wolfsburg about every third child under the age of six grows up with a migration background. Against this municipal demographic background the Anne-Marie Tausch vocational school in Wolfsburg has strongly been dealing with the subject of multilingualism during its trainings for educators. For the last two years a special class with focus on multilingualism has been arranged yearly with the aim to teach professional didactic contents regarding this particular topic. The requested pedagogical project provides an opportunity for the students to apply for a practical training abroad, lasting for several weeks. During the project the students get the chance to gain subject orientated, didactical and practical competences which will prepare them for multilingualism in a bilingual educating environment. Another important aspect for the socially qualified students is the development of awareness towards diversity as well as a culturally sensitive attitude. About six students can work in three chosen bilingual European institutions in which children learn German as their second language. The students’ tasks range from helping during the daily life of the groups, learning herby how bilingual education works, up to then plan and carry out a pedagogical project with multilingual children themselves. Furthermore they study the didactical concept of each institution. Above the necessary vocational action competences, the participants use their time to get to know more about the culture of the destination country, for example by visiting important towns and sights. After their stay abroad the complete experiences about the bilingual concepts are presented in the working group “bilingual education” in Wolfsburg. Hereafter this committee compares didactical models within the regional educational landscape with the models of the European countries abroad to emphasize the enriching aspects of this variety during the professional discourse. This project is clearly an example for how vocational students can gain direct learning experiences with the focus on multilingualism/bilingualism and effectively use this knowledge in the regional professional network.
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