Vortragsreihe "Didaktik am Abend"
Die vom Institut für Fachdidaktik organisierte Vortragsreihe „Didaktik am Abend“ bietet seit vielen Jahren einem breiten, fachdidaktisch interessierten Publikum die Möglichkeit, in eine große Vielfalt von Themen aus der aktuellen fachdidaktischen Forschung Einblick zu gewinnen. Die Vorträge werden von ExpertInnen aus dem In- und Ausland gehalten und stellen schulrelevante fachdidaktische Forschungsergebnisse vor, womit sie sowohl für Forschende und Lehrende als auch für PraktikerInnen von Interesse sind.
Nächster Vortrag
Zeit: Montag, 10. Juni 2024, 17:15 Uhr
Ort: Hörsaal 5 ¾ , Geiwi, EG (Campus Innrain)
Use of modern technologies by young CLIL/bilingual learners: Evidence from longitudinal micro-development studies
Second Language Acquisition research has identified three recent trends that are particularly pervasive in language education of young learners. First, very young foreign language (FL) learners have become a new population of learners, which opens challenging questions regarding not just expectable outcomes but also the very nature and aims of FL learning at this age (Muñoz 2019). Second, as a “major educational initiative” (Heras and Lasagabaster 2015: 72) in Europe, content and language integrated learning (CLIL) has been taking root in recent decades, with the promise that early bilingual instruction will result in higher levels of FL proficiency, while simultaneously equipping students with other key skills such as intercultural awareness (e.g. Wode 2004). Third, today’s multilingual and technology-supported culture is redefining when, why, and how languages – in particular English as a foreign language (EFL) – are learned and used (Douglas Fir Group 2016; Larsen-Freeman 2017). Each of these three topics has received a lot of attention in its own right in SLA, albeit not in interaction with the others.
Drawing on my own research on the long-term EFL development of children attending bilingual and regular (pre)primary FL programs for up to 8 school years in Switzerland, I offer a critical review of empirical and theoretical results concerning understanding of CLIL, age and the extracurricular use of digital technologies. My main goals are (1) to discuss ways to implement dynamically oriented methodology that can provide much needed insights into the inherent dynamic, emergent, and contextually and socially embedded nature of FL learning in young children, and (2) to outline implications for multilingual education when decisions are made about early teaching of different languages and early instruction through different languages in the FL classroom.
References
Douglas Fir Group. 2016. A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal 100(s1). 19–47.
Heras, A. & D. Lasagabaster. 2015. The impact of CLIL on affective factors and vocabulary learning. Language Teaching and Research 19(1). 70–88.
Larsen-Freeman, D. 2017. Complexity theory: The lessons continue. In Lourdes Ortega & ZhaoHong H. (eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman, 11–50. Amsterdam: John Benjamins.
Muñoz, C. 2019. A new look at age: young and old L2 learners. In John W. Schwieter & Alessandro Benati (eds.), The Cambridge handbook of language learning, 430–450. Cambridge: CUP.
Wode, Henning. 2004. Frühes Fremdsprachenlernen. Englisch ab Kita und Grundschule: Warum? Wie? Was bringt es? Kiel: Verein für frühe Mehrsprachigkeit an Kindertageseinrichtungen und Schulen FMKS e.V.
Prof. Dr. Simone E. Pfenninger, University of Zurich
Simone E. Pfenninger is Professor of English Linguistics at the University of Zurich. Her principal research areas are (variationist) second language acquisition, psycholinguistics and multilingualism, especially in regard to quantitative approaches and statistical methods and techniques for language application in education. Recent books include SLA and Lifelong Learning (2023, Routledge) and The Changing English Language: Psycholinguistic Perspectives (2017, CUP). She is co-editor of the SLA book series for Multilingual Matters, President of the International Association of Multilingualism (IAM), and Vice President of the European Second Language Association (EuroSLA).
Programm im Sommersemester 2024
Montag, 18. März 2024, 17:15, Hörsaal 5 ¾ , Geiwi, EG (Campus Innrain)
Nicola Brocca (Universität Innsbruck), Elena Nuzzo (Roma Tre University), Diego Cortés Velásquez (Roma Tre University), Joseph Wang-Kathrein (Forschungsinstitut Brenner-Archiv)
LadderWeb: A WebApp for Intercultural Pragmatic Explorations
Montag, 08. April 2024, 17:15, Hörsaal 5 ¾, Geiwi, EG (Campus Innrain)
Corinna Link (PH Heidelberg)
Empirische Zugänge zum Narrativitätsparadigma
Montag, 29. April 2024, 17:15, Hörsaal 5 ¾, Geiwi, EG (Campus Innrain)
Karin Binder (Ludwig-Maximilians-Universität München)
Bedingte Wahrscheinlichkeiten verstehen - Empirische Befunde und unterrichtliche Handlungsmöglichkeiten
Montag, 13. Mai 2024, 17:15, Hörsaal 5 ¾, Geiwi, EG (Campus Innrain)
Emmanuel Breite (PH Heidelberg)
Die Verfügbarmachung der Literatur. Neoliberale Logiken und ihr Einfluss auf literarische Bildung
Montag, 27. Mai 2024, 17:15, Hörsaal 5 ¾, Geiwi, EG (Campus Innrain)
Herbert Pichler (Universität Wien)
Mission Possible?! Herausforderungen, Zumutungen und Gelingensfaktoren transformativer Bildung in Geographie und wirtschaftlicher Bildung
Montag, 10. Juni 2024, 17:15, Hörsaal 5 ¾, Geiwi, EG (Campus Innrain)
Simone Pfenninger (Universität Zürich)
Use of modern technologies by young CLIL/bilingual learners: Evidence from longitudinal
micro-development studies
Montag, 24. Juni 2024, 17:15, Hörsaal 5 ¾, Geiwi, EG (Campus Innrain)
Katharina Rohlfing (Universität Paderborn)
Learning language from the use of gestures