Bringing German into the Community: Involving your Students

AATG/ACTFL 2006
Friday, November 17
051 Advocacy/Policy
Convention Center, 208
Jeannine Mickeleit
[email protected]
Angelika Kraemer
[email protected]
Bringing German into the Community:
Involving your Students in Outreach
Benefits of Early Language Instruction
- SLA and FLEX research (Cummins, 1981; Donato & Terry, 1995; Hyltenstam &
Abrahamson, 2003; Lipton, 1991; Moyer, 2004)
- ACTFL Standards
- Personal benefits (Levine, 1992; Mantle-Bromley, 1995)
- Academic benefits (Bamford & Mizokawa, 1991; Curtain & Dahlberg, 2004; Hakuta, 1986;
Horn & Kojaku, 2001)
- Professional benefits (Grosse, 2004; Kecht, 1999)
- Societal benefits
Outreach: German in K-6
Program Types
- Short-term programs:
• Fabulous Friday
• Culture Events
• Lunchtime Enrichment
- Long-term programs:
• Summer Camp
• Weekly Program
Goals
1. Introduce children to language learning.
2. Create awareness and appreciation of other cultures.
3. Enhance the understanding of the native language.
4. Motivate children to pursue language study.
Approach
- Playful and fun learning environment
- Three learning domains (affective, cognitive, psychomotor)
- Interactive learning
- Language and culture component
- Activities tie in closely with K-6 curriculum
- Real-life tasks connecting the new knowledge to the local community
- Additional information/materials for parents to continue practicing with their children
AATG/ACTFL 2006
Friday, November 17
051 Advocacy/Policy
Convention Center, 208
Involving your Students
Training
- Basic understanding of children’s developmental stages
- Familiarity with current literature and materials
- Familiarity with teaching strategies
- Practice lesson plan design and teaching
- Debriefing
Duties and responsibilities
- Within the classroom
- Outside the classroom
Advantages
- Personal
- Professional
Responses
Sample Materials
Lesson Plans and Teaching Materials
- Food in K vs. Food in 4
• Theme-based
• Fun activities such as songs, games, arts and crafts, hands-on activities
• Sequencing of activities (receptive/productive)
• Repetition and recycling of materials
• Pair and small group work
• Learning with all sense
• Authentic materials
Jeannine Mickeleit
[email protected]
Angelika Kraemer
[email protected]
AATG/ACTFL 2006
Friday, November 17
051 Advocacy/Policy
Convention Center, 208
Jeannine Mickeleit
[email protected]
Angelika Kraemer
[email protected]
Bibliography
Works Cited
American Council on the Teaching of Foreign Languages (1999). National Standards for
Foreign Language Education. Retrieved October 15, 2006, from
http://www.actfl.org/i4a/pages/index.cfm?pageid=3392
Bamford, K.W., & Mizokawa, D.T. (1991). Additive-bilingual (immersion) education: Cognitive
and language development. Language Learning, 41, 413-429.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A
reassessment. Applied Linguistics, 2, 132-149.
Curtain, H., & Dahlberg, C.A. (2004). Languages and children: Making the match. Bringing
new languages to young learners K-8. New York: Allyn & Bacon.
Donato, R., & Terry, R.M. (1995). Foreign language learning: The journey of a lifetime.
Lincolnwood, National Textbook.
Grosse, C. (2004). The competitive advantage of foreign languages and cultural knowledge. The
Modern Language Journal, 88.3, 351-373.
Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books.
Horn, L., & Kojaku, L.K. (2001). High school academic curriculum and the persistence path
through college: Persistence and transfer behavior of undergraduates 3 years after entering
4-year institutions (NCES 2001-163). Washington, DC: National Center for Education
Statistics.
Hyltenstam, K., & Abrahamson, N. (2003). Maturational constraints in SLA. In: C. Doughty &
M.H. Long (Eds.), The handbook of second language acquisition (pp. 539-588). Oxford:
Blackwell Publishing.
Kecht, M.R. (1999). Integrated learning and internationalized education through languages
across the curriculum. ADFL Bulletin, 3.3, 17-22.
Levine, V.B. (1992). Adventures in foreign languages: A FLEX experience. Hispania, 75, 723727.
Lipton, G.C. (1991). FLES (K-8) programs for the year 2000. Hispania, 74, 1084-1086.
Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The
Modern Language Journal, 79.3, 372-386.
Moyer, A. (2004). Age, accent and experience in second language acquisition. Clevedon:
Multilingual Matters.
Learning Theories/Methodologies
Bleyhl, W. (2000). Fremdsprachen in der Grundschule. Grundlagen und Praxisbeispiele.
Hannover: Schroedel.
Cros, R. (1991). 10 kleine Zappelmänner. Deutsch als Fremdsprache für Vor- und
Grundschulkinder. Handbuch. Stuttgart: Klett.
Kostelnik, M.J., & Howe, D. (1991). Teaching young children using themes. Tucson: Good Year
Books.
Maier, W. (2003). Deutsch lernen in Kindergarten und Grundschule. Grundlagen, Methoden und
Spielideen zur Sprachförderung und Integration. München: Don Bosco.
McAfee, O. et al. (2004). Basics of assessment. A primer for early childhood educators.
Washington, DC: NAEYC.
AATG/ACTFL 2006
Friday, November 17
051 Advocacy/Policy
Convention Center, 208
Jeannine Mickeleit
[email protected]
Angelika Kraemer
[email protected]
German Elementary Textbooks/Materials
Alsop, T. (2004). Exploratory German for the Middle School. NP: Teacher’s Discovery.
Büttner, S. et al. (1997). Tamburin 1. Deutsch für Kinder. Ismaning: Hueber.
--- (1998a). Tamburin 1. Deutsch für Kinder. Arbeitsbuch. Ismaning: Hueber.
--- (1998b). Tamburin 1. Deutsch für Kinder. Lehrerhandbuch. Ismaning: Hueber.
--- (2000a). Tamburin 2. Deutsch für Kinder. Ismaning: Hueber.
--- (2000b). Tamburin 2. Deutsch für Kinder. Arbeitsbuch. Ismaning: Hueber.
--- (2002). Tamburin 2. Deutsch für Kinder. Lehrerhandbuch. Ismaning: Hueber.
Emmerich, S., & Colombo, F. (2002). Deutsch lernen mit Spielen und Rätseln. Recanati: Eli.
Kniffka, G. et al. (2005). Meine Freunde und ich. Deutsch als Zweitsprache für Kinder. Berlin:
Langenscheidt.
Ward-Fröhlich, L. et al. (2001). Ikuru. Unterrichtsbuch für den früh beginnenden
Englischunterricht. Handbuch für den Unterricht. Berlin: Cornelsen.
For more materials and resources, see also the Kinder lernen Deutsch special project of the
AATG on its website at http://www.aatg.org/content/category/11/50/37/