German language and culture, 10S-20S-30S : program of studies : resource development draft PDF
Preview German language and culture, 10S-20S-30S : program of studies : resource development draft
* JWfL 'p»»wg 6 4iirii : IIMM. .IW(I \U *£. »«*.; §^y "IrJiR -***'$ * *fi irreSJi.^'i; v^i U&limiafi MfMiSj Kfi| I PF 3118 A24 2001 CURRGDHT w , -?; Ex LIBRIS UNIVERSITATIS ALBERTENSIS Resource Development Draft GERMAN LANGUAGE AND CULTURE 10S-20S-30S Program of Studies October 2001 ydlbcrra LEARNING Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/gerlangcult102030s01albe UNIVERSITY LIBRARY UNIVERSITY OF ALBERTA Rationale Rationale for Learning German Studying the German language opens the door to understanding and participating in an influential world culture with close relationships to both the English language and our contemporary way oflife. Communication with people living in much of northern and central Europe is possible for those who know the German language. Approximately 120 million people speak German: it is the official language ofAustria and Germany, and it is one several official languages in Liechtenstein, Luxemburg and Switzerland. In Belgium and Denmark, German is a language with special status. The fact that UNESCO recognizes German as one of its official languages underscores the international importance of German. German can be an important key to communication in many parts of the world beyond the German-speaking nations as well. In Eastern Europe, for example, the use of German as a major language of business has been increasing in recent years. For citizens of Canada, German was the third main mother tongue in 1991, after English and French. In Alberta, about 73,000 people reported German as their mother tongue in that same year. Learning German as another language is to embark on a profound experience of cross- cultural exploration. Contributions from German culture have shaped such areas as science, technology, music, religion, politics - to name but a few. Over the centuries, German has had profound impact, in both positive and negative ways, far beyond the borders ofnations where the language is spoken. Students are able to better understand their own life, culture and language when they have the opportunity to experience the culture and language ofpeople from the German-speaking nations. For those students who already have some knowledge ofGerman or a family connection to the culture, there is the opportunity to renew contact with their ancestral language and culture, or to maintain and develop literacy in a first language that is not the majority language in the community. The value, for Canadian society as a whole, of learning German can be summarized as follows: • Increased awareness of and sensitivity to cultural and linguistic diversity; • Enhanced role in the international community; • Improved potential in the Canadian and the global marketplace and workplace. There are also many personal reasons for learning German, or for enrolling one's children in a German course at school or in a community program. Students who have no previous knowledge ofthe language can look forward to: German Language and Culture 10S-20S-30S Introduction / 1 ©Alberta Learning,Alberta,Canada October 2001 Resource Development Draft • More opportunity to communicate directly with German-speaking people, and gain a deeper insight into their own culture and language; • Broader range of educational, career and leisure opportunities. • Opportunity to meet the entrance requirements of many faculties in the Arts, Sciences, and professional programs at most universities in Alberta and across Canada. Students receive additional, indirect benefits from learning German as an additional language: • Development of increased competence in their use of English, or in other languages they may know; • Enhanced cognitive functioning, particularly increased ability to conceptualize, to think abstractly, more cognitive flexibility, greater divergent thinking, creativity and metalinguistic competence. Assumptions The following are statements ofassumptions which have guided the process of development ofthe German Language and Culture 10S-20S-30SProgram ofStudies. • Language is communication; • Language is culture; • All students can be successful learners of language and culture, although they will learn in a variety ofways and acquire proficiency at varied rates; • All languages can be taught and learned; • Learning German as another language leads to enhanced learning in both the student's primary language and in related areas ofcognitive development and knowledge acquisition. This is true ofstudents who come to the class with no knowledge of German, who are learning it as a second or additional language. It is also true for those who have some knowledge of German and develop literacy skills in that language. 2 / Introduction German Language and Culture 10S-20S-30S October 2001 Resource Development Draft ©AlbertaLearning,Alberta,Canada The Conceptual Model The aim of this Program ofStudiesis the development ofcommunicative competence* in the German language. Four Components For the purposes of this Program ofStudies, communicative competence is represented by four interrelated and interdependent components: Applications deal with what the students will be able to do with the language, the functions they will be able to perform and the contexts in which they will be able to operate. Linguistic Competence addresses the students' knowledge of the language and their ability to use that knowledge to understand and produce meaningful texts* appropriate to the situation in which they are used. Global Citizenship aims to develop intercultural competence with a particular focus on cultures associated with German. Strategies help students learn and communicate more effectively and more efficiently. Each ofthese components is described more fully at the beginning ofthe corresponding section of the Program ofStudies itself. A Spiral Progression Language learning is integrative, not Linguistic merely cumulative. Each new element Competence Strategies Global that is added must be integrated into the Applications Citizenship whole ofwhat has gone before. The Grade 12 model that best represents the students' language learning progress is an expanding spiral. Their progression is not only vertical (e.g. increased proficiency), but also horizontal (e.g. Grade 11 broader range ofapplications, experience with more vocabulary, text forms', contexts and so on) The spiral also . represents how language learning activities are best structured. Particular Grade10 areas ofexperience, learning strategies or language functions, for example, are ' For a sample listoftext forms, see back ofdocument. German Language and Culture 10S-20S-30S Introduction / 3 ©AlbertaLearning,Alberta,Canada October 2001 Resource Development Draft revisited at different points in the program, but from a different perspective, in broader contexts or at a slightly higher level of proficiency each time. Learning is extended, reinforced and broadened each time a point is revisited. 4 /Introduction German Language and Culture 10S-20S-30S October 2001 Resource Development Draft ©AlbertaLearning,Alberta,Canada Applications Linguistic Competence Students will use German in a variety of Students will understand and produce situations and for a variety of purposes. German effectively and competently in to receive and impart information spoken and written forms. to express emotions and personal • to understand oral and written texts perspectives • to produce oral and written texts to get things done • to attend to form to form, maintain and change • to apply knowledge of the sociocultural interpersonal relationships context to extend their knowledge ofthe world • to apply knowledge of how discourse is for imaginative purposes and personal organized, structured and sequenced enjoyment Global Citizenship Strategies Students will acquire the knowledge, Students will know and use strategies to attitudes and skills to be effective global maximize the effectiveness of learning citizens through exploration of German- and communication. speaking cultures. • language learning • historical and contemporary elements of • language use the cultures of German-speaking peoples • general learning • affirming and valuing diversity • personal and career opportunities German Language and Culture 10S-20S-30S Introduction / 5 ©AlbertaLearning,Alberta,Canada October 2001 Resource Development Draft Organization of the German Language and Culture 10S-20S-30S Program ofStudies General Learning Outcomes General learning outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to achieve in the course oftheir language learning experience. The four general learning outcomes serve as the foundation for the German Language and Culture 10S-20S-30SProgram ofStudies and are based on the conceptual model outlined above. • Students will use German in a variety of situations and for a variety of purposes. • Students will understand and produce German effectively and competently in spoken and written forms. • Students will know and use strategies to maximize effectiveness of learning and communication. • Students will acquire the knowledge, attitudes and skills to be effective global citizens through exploration of German-speaking cultures. The order in which the general learning outcomes are presented in the Program ofStudies does not represent a sequential order, nor does it indicate the relative importance ofeach component. Ajurisdiction may choose to emphasize or expand one component more than others in response to the needs and interests of its clientele. Specific Learning Outcomes Each general learning outcome is further broken down into specific learning outcomes that students are to achieve by the end of each grade. The specific learning outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner. The specific learning outcomes are categorized under cluster headings which show the scope ofeach ofthe four general learning outcomes. These headings are shown as bullets in the table on the following page. The specific learning outcomes are further categorized by strands which show the developmental flow of learning from the beginning to the end ofthe program. However, a learning outcome for a particular grade will not be dealt with only in that particular year ofthe program. The spiral progression that is part ofthe conceptual model means that activities in the years preceding will prepare the ground for the acquisition and in the years following will broaden its applications. 6 / Introduction German Language and Culture 10S-20S-30S October 2001 Resource Development Draft ©AlbertaLearning,Alberta,Canada
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