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Expert Colloquium "From Language Awareness to Language Education Challenges and Perspectives for Teacher Education" May 25, 2018 Universität Kassel
On May 25, 2018, the expert colloquium "From Language Sensitization to Language Education - Challenges and Perspectives for Teacher Education" took place in the Senate Hall of the University of Kassel. It was organized by two PRONET subprojects within the framework of the Kassel project "Professionalization through Networking (PRONET)", which is part of the nationwide "Quality Offensive Teacher Education":
- PRONET sub-project "German as a Second Language in Teacher Education" (Prof. Dr. Karin Aguado, Tanja Fohr StR.i.H. & Dr. Andrea Bambek - Department of German as a Foreign and Second Language).
- PRONET subproject "Inclusion through networking and empowerment in the field of intercultural competencies in teacher education" (Prof. Dr. Friederike Heinzel & Andrea Mentel-Winter - Institute of Educational Science, Chair of Elementary School Pedagogy)
After the expert colloquium was opened by the heads of the subprojects Prof. Dr. Karin Aguado
and Prof. Dr. Friederike Heinzel, four presentations followed, each of which was discussed in detail by
the 31 participants. Common to all was the question of how
to deal with multilingualism in teacher education, with a focus on educational, subject and subject didactics.
Overview of the contributions
Prof. Dr. Argyro Panagiotopoulou (Cologne) focused in her presentation "Language Education and Inclusion:
Design and Results of an International Comparative Study at German Schools Abroad on
Teachers' Views of Multilingualism in the Classroom" on the topic of multilingualism in the
school context as a resource.
Prof. Dr. Magdalena Michalak (Nuremberg) pleaded in her lecture "'There are too many high-sounding words used that distract from the meaning of the text'. Between Language and Subject Didactics" for
a stronger, interdisciplinary cooperation between subject and language didactics.
A central question in this context is how subject teachers* who do not study a linguistic subject can be made
linguistically aware.
Jun.-Prof. Dr. Inger Petersen (Kiel), who works at the University of Kiel within the framework of the 'Quality Offensive Teacher Education' on the topic of "DaZ and Language Education for the Teacher Training Program", dealt in her presentation "What Grammar Knowledge Do Students Need for Language Aware Subject Teaching?" with the discrepancy between the requirements of the study module "Inclusion and Language Education" and the prerequisites of the students in this regard.
Prof. Dr. Beate Lütke (Berlin)and Jun.-Prof . Dr . Jennifer Paetsch (Bamberg) provided a first public report on the results of the evaluation of the Berlin DaZ or language education modules introduced since the winter semester 2007/2008 in their presentation "Die Berliner DaZ-Module - Ergebnisse der Evaluationsforschung im Überblick".
In the final discussion, moderated by Prof. Dr. Karin Aguado and Prof. Dr. Friederike Heinzel, some of the previously mentioned aspects were taken up again and discussed intensively.
In summary, it can be said that the presentations as well as the discussions contributed to highlighting current tendencies and questions regarding the integration of German as a second language and language education modules in teacher training and to engaging in a stimulating interdisciplinary exchange.