Institut für Germanistik

This paper presents and discusses experiences gained in a German teacher education innovation project on competence and skill development in dealing with multilingualism. New seminar structures were developed, which go hand in hand with a reorganisation of the entire teacher education structure in the University of Hamburg. The aim of these reform implementations is to equip all future subject teachers with relevant skills for dealing with multilingualism and the challenges that learners of German as a second language (GSL) experience. In order to achieve this, a compulsory course on the foundations of multilingualism and language sensitive subject teaching was developed and implemented in the M.Ed. programme (Teacher Degree). In this class students learn about societal multilingualism, basics of contrastive theoretical linguistics, language development, strategies and methods for language sensitive subject teaching as well as practical implementation guidance. Based on a theoretica...

Language development of adolescents and in particular of multilingual adolescents to date does not get the attention it deserves. This contribution gives a brief overview of what later language development means and aims at highlighting some of its features in personal experience narratives written by mono- and multilingual secondary school students. To this end, concepts of narrative structure will also be reviewed briefly. Then a closer look will be taken at the use of the temporal adverbial ‘dann’ (‘then’). This adverbial allows verbalising specific aspects of the event structure in relation to narrative structure. Students display different degrees of convergence with target language patterns of use. The discussion then centres on in how far this is a developmental issue and/or can be traced back to multilingualism. Regarding the latter no clear tendency can be found.

A core component in the overall Knowledge Space Model framework s the Operational Process Model (OPM); a comprehensive model that generically describes process activity and its underlying causal logic. The dimensions that define structure and content of the process model provide the platform for more a complex evaluation to be conducted in the analytic component of the KSM framework which applies the KSM as HF methodology.

This paper presents and discusses experiences gained in a German teacher education innovation project on competence and skill development in dealing with multilingualism. New seminar structures were developed, which go hand in hand with a reorganisation of the entire teacher education structure in the University of Hamburg. The aim of these reform implementations is to equip all future subject teachers with relevant skills for dealing with multilingualism and the challenges that learners of German as a second language (GSL) experience. In order to achieve this, a compulsory course on the foundations of multilingualism and language sensitive subject teaching was developed and implemented in the M.Ed. programme (Teacher Degree). In this class students learn about societal multilingualism, basics of contrastive theoretical linguistics, language development, strategies and methods for language sensitive subject teaching as well as practical implementation guidance. Based on a theoretica...