Table Of Content

CURRGDHT I Ex LIBRIS UNIVERSITATIS ALBERTENSIS GERMAN LANGUAGE AND CULTURE GRADES 7-8-9 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: • an increased awareness of and sensitivity to German can be an important key to cultural and linguistic diversity communication in many parts ofthe world beyond • an enhanced role in the international the German-speaking nations as well. In eastern community Europe, for example, the use of German as a • improved potential in the Canadian and the major language ofbusiness has been increasing in global marketplace and workplace. recent years. For citizens ofCanada, German was the third main mother tongue in 1991, after There are also many personal reasons for learning English and French. In Alberta, about 73 000 German. Students who have no previous people reported German as their mother tongue in that same year. knowledge ofthe language can look forward to: German Language and Culture (7-8-9) l\ ©AlbertaLearning,Alberta,Canada (Interim 2002) • more opportunity to communicate directly THE CONCEPTUAL MODEL with German-speaking people and gain a deeper insight into their own culture and The aim of the German Language and Culture language Grades 7-8-9 Program of Studies is the • a broader range of educational, career and development ofcommunicative competence in the leisure opportunities German language. • the opportunity to meet the entrance requirements of many post-secondary Four Components institutions in Alberta and across Canada. For the purposes of this program of studies, Students receive additional, indirect benefits from communicative competence is represented by four learning German as another language; including: interrelated and interdependent components. • development ofincreased competence in their Applications deal with what the students will be use ofEnglish or in other languages they may able to do with the language, the functions they know will be able to perform and the contexts in which enhanced cognitive functioning, particularly they will be able to operate. an increased ability to conceptualize and to think abstractly; more cognitive flexibility; Language Competence addresses the students' and greater divergent thinking, creativity and knowledge ofthe language and their ability to use metalinguistic competence. that knowledge to interpret and produce ASSUMPTIONS meaningful texts appropriate to the situations in which they are used. The following statements are assumptions that Global Citizenship aims to develop intercultural have guided the development process of the competence, with a particular focus on cultures German Language and Culture Grades 7-8-9 associated with German. Program ofStudies. Strategies help students learn and communicate • Language is communication. more effectively and more efficiently. • Language is culture. • All students can be successful learners of Each ofthese components is described more fully language and culture, although they will learn at the beginning of the corresponding section of in a variety ofways and acquire proficiency at this program ofstudies. varied rates. • All languages can be taught and learned. Modes ofCommunication • Learning German as another language leads to enhanced learning in both the student's Because of the focus on using language to primary language and in related areas of communicate in specific contexts, with a cognitive development and knowledge particular purpose or task in mind, three modes of acquisition. This is true ofstudents who come communication are used to organize some of the to the class with no knowledge of German, specific outcomes. who are learning it as a second or additional language. It is also true for students who have Interaction is most often direct, face-to-face oral some knowledge of German and develop communication, but it can take the form ofwritten literacy skills in that language. communication between individuals, using a medium such as e-mail where the exchange of information is fairly immediate. It is characterized principally by the opportunity to 2/ German Language and Culture (7-8-9) (Interim 2002) CDAlbertaLearning,Alberta,Canada UNIVERSITY LIBRARY UNIVERSITY OF ALBERTA actively negotiate meaning; that is, helping others • Landeskunde understand and working to understand others. • Health and Body Interactive communication generally requires • Other Areas (topics of special interest to more speed but less accuracy than the other two students) modes. A Spiral Progression Interpretation is receptive communication oforal and written messages in contexts where the Language learning is integrative, not merely listener or reader is not in direct contact with the cumulative. Each new element that is added must creator of the message. While there is no be integrated into the whole of what has gone opportunity to ask for clarification, there is before. The model that best represents the sometimes the possibility ofrereading or listening students' language learning progress is an again, consulting references, or making the expanding spiral. Their progression is not only meaning clearer in other ways. Reading and vertical (e.g., increased proficiency) but also listening will sometimes involve viewing and horizontal (e.g., broader range ofapplications and interpreting visual elements, such as illustrations experience with more vocabulary, text forms,1 in books or moving images in television and film. contexts and so on). The spiral also represents Interpretation goes beyond a literal comprehension how language learning activities are best to include an understanding of some of the structured. Particular areas of experience, unspoken or unwritten meaning intended by the learning strategies or language functions, for speakerorauthor. example, are revisited at different points in the program, but from a different perspective, in Production is communication oforal and written broader contexts or at a slightly higher level of messages in contexts where the audience is not in proficiency each time. Learning is extended, personal contact with the speaker or writer, or in reinforced and broadened with each successive situations of one-to-many communication; e.g., a pass. lecture or a performance where there is no opportunity for the listener to interact with the speaker. Oral and written presentations will sometimes be enhanced by representing the CoLmapnegtueagnece CitGilzoebnaslhip Strategies meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal forms of communication. Greater knowledge of Grade12 the language and culture is required to ensure that communication is successful, since the participants cannot directly negotiate meaning. Areas of Experience Grade10 In the German Language and Culture Grades 7-8-9 Program of Studies, the following areas of experience are included: Grade7 • Family and Home Life • Personal Identity • Leisure and Recreation • School • Food 1. Forasample listoftextforms, seetheendofthis programofstudies. German Language and Culture (7-8-9) /3 ©AlbertaLearning,Alberta,Canada (Interim 2002) ORGANIZATION OF THE PROGRAM The specific outcomes are categorized under OF STUDIES cluster headings, which show the scope of each of the four general outcomes. These headings General Outcomes arc shown as bullets in the chart on the following page. General outcomes are broad statements identifying the knowledge, skills and attitudes The specific outcomes are further categorized that students are expected to achieve in the by strands, which show the developmental flow course of their language learning experience. oflearning from the beginning to the end ofthe The four general outcomes serve as the program. However, an outcome for a particular foundation for the German Language and grade will not be dealt with only in that Culture Grades 7-8-9 Program of Studies and particular year of the program. The spiral are based on the conceptual model outlined progression that is part ofthe conceptual model above. means that activities in the years preceding will prepare the ground for acquisition and in the Applications years following will broaden applications. • Students will use German in a variety of 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 of the German-speaking world. Strategies • Students will know and use various strategies to maximize the effectiveness of learning 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 grade. 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 (7-8-9) (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 of • language use German-speaking cultures • general learning • affirming and valuing diversity • personal and career opportunities German Language and Culture (7-8-9) 15 ©AlbertaLearning,Alberta,Canada (Interim 2002) Guide to Reading the Program of Studies General Outcome for Applications Students will use German in a variety ofsituations and for a variety ofpurposes. clusterheading to get things done for specific outcomes Grade 7 Grade 8 Grade 9 Students willbeableto: • askforpermission make a varietyofsimple give a simple set of requests instructions O on «• respond to simpleoral expressa wishora express abilityor GO instructions or desire to do something inabilityto do commands something u .2 • expressturntaking; manageturntaking assumea variety of o3 e.g., ina game roles and bO C situation responsibilities as « .2 group members « y read eachpage horizontally fordevelopmental flow ofoutcomes fromgradeto grade 6/ German Language and Culture (7-8-9) (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 change and personal enjoyment interpersonal relationships to extend their knowledge of the world Applications German Language and Culture (7-8-9) 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 grade. 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,1 is important for a content-based or conjunction with the Language Competence task-based approach to language learning where outcomes. 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 grade to grade. 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 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 ofsubjects 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 anothersubject area as they learn the German language. 1. MarianneCelce-Murcia,ZoltanDomyeiandSarahThurrel,"CommunicativeCompetence: APedagogicallyMotivated ModelwithContentSpecifications,"IssuesinAppliedLinguistics6, 2(1995), pp. 5-35. 8/ German Language and Culture (7-8-9) Applications (Interim 2002) ©Alberta Learning,Alberta,Canada