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lniversit> of MbertaI.ibran CURRGDHT J GERMAN LANGUAGE AND CULTURE 10S-20S-30S INTRODUCTION Learning German as another language is to embark on a profound experience ofcross-cultural Studying the German language opens the door to exploration. Contributions from German culture understanding and participating in an influential have shaped such areas as science, technology, world culture with close relationships to both the music, religion and politics, to name but a few. English language and our contemporary way of Over the centuries, German has had significant life. impact, in both positive and negative ways, far beyond the borders ofnations where the language Communication with people living in much of is spoken. northern and central Europe is possible for those who know the German language. Approximately For those students who already have some 120 million people speak German; it is the official knowledge of German or a family connection to language ofAustria and Germany, and it is one of the culture, there is the opportunity to renew several official languages in Liechtenstein, contact with their ancestral language and culture Luxembourg and Switzerland. In Belgium and or to maintain and develop literacy in a first Denmark. German is a language with special language that is not the majority language in the status. The fact that the United Nations community. Educational, Scientific, and Cultural Organization (UNESCO) recognizes German as one of its The value, for Canadian society as a whole, of official languages underscores the international learning German can be summarized as follows. importance ofGerman. Learning German leads to: German can be an important key to • an increased awareness of and sensitivity to communication in many parts ofthe world beyond cultural and linguistic diversity the German-speaking nations as well. In eastern Europe, for example, the use of German as a • an enhanced role in the international community major language ofbusiness has been increasing in recent years. For citizens ofCanada, German was • improved potential in the Canadian and the the third main mother tongue in 1991, after global marketplace and workplace. English and French. In Alberta, about 73 000 people reported German as their mother tongue in There are also many personal reasons for learning that same year. German. Students who have no previous knowledge ofthe language can look forward to: German Language and Culture 10S-20S-30S /l ©AlbertaLearning, Alberta,Canada (Interim 2002) • more opportunity to communicate directly language. It is also true for students who have with German-speaking people and gain a some knowledge of German and develop deeper insight into their own culture and literacy skills in that language. language • a broader range of educational, career and THE CONCEPTUAL MODEL leisure opportunities • the opportunity to meet the entrance requirements of many post-secondary The aim of the German Language and Culture institutions in Alberta and across Canada. 10S-20S-30S Program of Studies is the development ofcommunicative competence in the Students receive additional, indirect benefits from German language. learning German as an additional language, Four Components including: • development ofincreased competence in their For the purposes of this program of studies, use ofEnglish or in other languages they may communicative competence is represented by four know interrelated and interdependent components. • enhanced cognitive functioning, particularly an increased ability to conceptualize and to Applications deal with what the students will be think abstractly; more cognitive flexibility; able to do with the language, the functions they and greater divergent thinking, creativity and will be able to perform and the contexts in which metalinguistic competence. they will be able to operate. The German Language and Culture 10S-20S-30S Language Competence addresses the students' program is intended for students who have studied knowledge ofthe language and their ability to use German Language and Culture in junior high that knowledge to interpret and produce school. meaningful texts appropriate to the situations in which they are used. ASSUMPTIONS Global Citizenship aims to develop intercultural competence, with a particular focus on cultures The following statements are assumptions that associated with German. have guided the development process of this program ofstudies. Strategies help students learn and communicate more effectively and more efficiently. • Language is communication. • Language is culture. Each ofthese components is described more fully • All students can be successful learners of at the beginning of the corresponding section of language and culture, although they will learn this program ofstudies. in a variety ofways and acquire proficiency at varied rates. Modes ofCommunication • All languages can be taught and learned. • Learning German as another language leads to Because of the focus on using language to enhanced learning in both the student's communicate in specific contexts, with a primary language and in related areas of particular purpose or task in mind, three modes of cognitive development and knowledge communication are used to organize some of the acquisition. This is true ofstudents who come specific outcomes. to the class with no knowledge of German, who are learning it as a second or additional 2/ German Language and Culture 10S-20S-30S (I^nterim 2»002) & ©AlbertaLearning,Alberta,Canada — — ^ Interaction is most often direct, face-to-face oral Areas ofExperience communication, but it can take the form ofwritten communication between individuals, using a In the German Language and Culture medium such as e-mail where the exchange of 10S-20S-30S Program of Studies, the following areas ofexperience are included: information is fairly immediate. It is characterized principally by the opportunity to Personal Relationships actively negotiate meaning; that is, helping others German Civilization understand and working to understand others. Leisure and Recreation Interactive communication generally requires Contemporary Life and Issues more speed but less accuracy than the other two Popular Culture European Context modes. Personal Image Other Areas (topics of special interest to Interpretation is receptive communication oforal students) and written messages in contexts where the listener or reader is not in direct contact with the A Spiral Progression creator of the message. While there is no opportunity to ask for clarification, there is Language learning is integrative, not merely sometimes the possibility ofrereading or listening cumulative. Each new element that is added must again, consulting references, or making the be integrated into the whole of what has gone meaning clearer in other ways. Reading and before. The model that best represents the listening will sometimes involve viewing and students' language learning progress is an interpreting visual elements, such as illustrations expanding spiral. Their progression is not only in books or moving images in television and film. vertical (e.g., increased proficiency) but also Interpretation goes beyond a literal comprehension horizontal (e.g., broader range ofapplications and to include an understanding of some of the experience with more vocabulary, text forms,' unspoken or unwritten meaning intended by the contexts and so on). The spiral also represents speakerorauthor. how language learning activities are best structured. Particular areas of experience, Production is communication oforal and written messages in contexts where the audience is not in learning strategies or language functions, for personal contact with the speaker or writer, or in example, are revisited at different points in the situations of one-to-many communication; e.g., a program, but from a different perspective, in lecture or a performance where there is no broader contexts or at a slightly higher level of opportunity for the listener to interact with the proficiency each time. Learning is extended, speaker. Oral and written presentations will reinforced and broadened with each successive sometimes be enhanced by representing the pass. meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal Global Language forms of communication. Greater knowledge of Compelence Citizenship Strategies the language and culture is required to ensure that Applications 1 communication is successful, since the \ ___^~^>Grade12 <3 \ participants cannot directly negotiate meaning. ^-4^* \ j , ! i C— 1 J T • f~\ ^______- Grade10 Grade7 1. Forasample listoftextforms, seetheendofthisprogramofstudies L. German Language and Culture 10S-20S-30S /3 ©AlbertaLearning,Alberta,Canada (Interim 2002) ORGANIZATION OF THE PROGRAM The specific outcomes are categorized under OF STUDIES cluster headings, which show the scope ofeach of the four general outcomes. These headings are General Outcomes shown as bullets in the chart on the following page. General outcomes are broad statements identifying the knowledge, skills and attitudes that students The specific outcomes are further categorized by are expected to achieve in the course of their strands, which show the developmental flow of language learning experience. The four general learning from the beginning to the end of the outcomes serve as the foundation for the German program. However, an outcome for a particular Language and Culture 10S-20S-30S Program of course will not be dealt with only inthatparticular Studies and are based on the conceptual model year ofthe program. The spiral progression that is outlined above. part ofthe conceptual model means that activities in the years preceding will prepare the ground for Applications acquisition and in the years following will • Students will use German in a variety of broaden applications. situations and fora variety ofpurposes. Language Competence • Students will understand and produce German effectively and competently in spoken and written forms. Global Citizenship • Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration of the cultures ofthe German-speaking world. Strategies • Students will know and use various strategies to maximize the effectiveness oflearning and communication. The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance ofeach component. Specific Outcomes Each general outcome is further broken down into specific outcomes that students are to achieve by the end ofeach course. The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner. 4/ German Language and Culture 10S-20S-30S (Interim 2002) ©AlbertaLearning,Alberta,Canada General Outcomes Applications Language Competence Students will use German in a variety of Students will understand and produce German situations and fora variety ofpurposes. effectively and competently in spoken and • to receive and impart information written forms. • to express emotions and personal perspectives understand oral and written texts • to get things done produce oral and written texts • to form, maintain and change interpersonal attend to form relationships apply knowledge ofthe sociocultural context • to extend their knowledge ofthe world apply knowledge ofhow the German • for imaginative purposes and personal language is organized, structured and enjoyment sequenced Global Citizenship Strategies Students will acquire the knowledge, skills and Students will know and use various strategies to attitudes to be effective global citizens, through maximize the effectiveness oflearning and the exploration ofthe cultures ofthe German- communication. speaking world. • language learning • historical and contemporary elements ofthe • language use cultures ofGerman-speaking peoples • general learning • affirming and valuing diversity • personal and career opportunities German Language and Culture 10S-20S-30S /5 ©AlbertaLearning,Alberta,Canada (Interim 2002) Guide to Reading the Program of Studies General Outcome for Language Competence Students will understand and produce German effectively and competently in spoken and written forms. clusterheading understand oral and written texts for specific outcomes German Language and German Language and German Language and Culture 10S Culture 20S Culture 30S Students willbeableto: understandthe main understand shortoral understand oral texts points and some texts on a varietyof onabroad variety of specific detailsofa topics topics variety oforal textson familiartopics, in guided and unguided situations understand the main understand shortwritten understand written pointsand some texts on a variety of texts ona broad variety specific detailsofa topics oftopics variety ofwritten texts on familiartopics, in guided and unguided situations derive meaning froma derive meaningfromthe identifythe purposes, variety ofvisualsand visual elementsofa intended audiences, otherforms of varietyofmedia, in messagesandpointsof nonverbal guidedand unguided view inavarietyof communication, in situations visual media, inguided guided situations and unguided situations read each page horizontally for developmental flow ofoutcomes fromcourseto course 6/ German Language and Culture I0S-20S-30S (Interim 2002) ©AlbertaLearning,Alberta,Canada Applications to express emotions and personal perspectives to receive and impart information to get things done Students will use German in a variety of situations and for a variety of purposes. for imaginative purposes to form, maintain and and personal enjoyment change interpersonal relationships to extend their knowledge of the world Applications German Language and Culture 10S-20S-30S II ©AlbertaLearning,Alberta,Canada (Interim 2002) APPLICATIONS The level of linguistic, sociolinguistic and discourse competence that students will exhibit The specific outcomes under the heading when carrying out the functions is defined in the Applications deal with what the students will be specific outcomes for Language Competence for able to do with German; that is, the functions they each course. To know how well students will be will be able to perform and the contexts in which able to perform the specific function, the they will be able to operate. This functional Applications outcomes must be read in competence, also called actional competence,1 is conjunction with the Language Competence important for a content-based or task-based outcomes. approach to language learning where students are constantly engaged in meaningful tasks. The functions are grouped under six cluster — headings see the illustration on the preceding page. Under each ofthese headings there are one or more strands that show the developmental flow of learning from course to course. Each strand, identified by a strand heading at the left end of a row, deals with a specific language function; e.g., share factual information. Students at any grade/course level will be able to share factual information. Beginning learners will do this in very simple ways; e.g., "This is my dog." As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations. Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled "manage group actions" has been included to ensure that students acquire the German language skills necessary to function independently in small groups, since this is an effective way of organizing second language classrooms. The strands under the cluster heading "to extend their knowledge of the world" will accommodate a content-based approach to language learning where students learn content from another subject area as they learn the German language. 1. Marianne Celce-Murcia,ZoltanDornyeiandSarahThurrell,"CommunicativeCompetence: APedagogicallyMotivated ModelwithContentSpecifications,"IssuesinAppliedLinguistics6,2 (1995), pp. 5-35. 8/ German Language and Culture 10S-20S-30S Applications (Interim 2002) ©AlbertaLearning,Alberta,Canada