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Comparative Linguistics, Second-Language Acquisition and Didactics

Semester 2 · 12415 · 5 year master degree in Primary Education - German section · 10CP · DE


See the individual course modules.

Lecturers: René Pescoll, Renata Zanin Scaratti, Mara Maya Victoria Leonardi, Marjan Asgari, Alexander Glück, Birgit Alber, Ilke Senoner

Teaching Hours: 60
Lab Hours: 40
Mandatory Attendance: In accordance with the regulation

Course Topics
See the individual course modules.

Teaching format
Frontal teaching with exercises, synchronous online teaching, autonomous in-depth study in the labs

Educational objectives
The courses in the module "Comparative linguistics, acquisition and didactics of L2" have three main focuses: 1) The course and laboratory on the introduction to DaZ/DaF and on the didactics of L2 are based on the legal requirements (framework guidelines for German and Italian kindergarten, for German and Italian primary school in South Tyrol). They enable students to plan, develop, implement and reflect on language support measures for L2 (DaZ/DaF) in kindergarten and school on the basis of scientific findings on L2 acquisition and multilingualism. 2) The course Comparative Grammar of German and Italian provides an insight into the most important structural similarities and differences between the Italian and German languages, also with regard to the didactics of German. 3) The laboratory Ladin language and culture, integrated language didactics provides an insight into the Ladin language and culture as well as into the multilingual Ladin school system including integrated language didactics. Expected learning outcomes and competences: Knowledge and understanding Students have a solid knowledge of the topics covered in the courses; they can independently and competently deepen new scientific resources and analyse and evaluate them with regard to their relevance and applicability in their professional field. Applying knowledge and understanding Students can analyse and reflect on the knowledge they have acquired and apply it to the teaching unit in kindergarten and to teaching practice at school; They are able to adapt and implement the multilingualism curriculum to the requirements of the group and class situation in kindergarten and school; they can link the different contents of the module and use them successfully in their everyday work. Judgement Students are able to analyse the language policy strategies adopted in South Tyrol in the area of L2 acquisition and L2 didactics and to make a reflected judgement - also with regard to other European border regions; thanks to the knowledge and skills they have acquired, they are able to initiate practical exploration projects and action research projects in the classroom, critically question them and use them to optimise their teaching. Communication Students are able to communicate strategic decisions in the subject area appropriately to teachers and pupils; they are able to express themselves in an appropriate and scientifically sound manner on the subject areas covered in the module and answer related questions. Learning strategies Students are able to analyse and critically question their own learning strategies with regard to L2 acquisition; they have a professional approach to the available scientific resources and can combine new scientific findings with their knowledge and thus generate new knowledge.

Assessment
Final overall assessment of the module performance on the basis of the following certificates: 1. Lectures (6 ECTS in total) Introduction to DaZ/DaF and Comparative Grammar of German and Italian: Written examination (Klausur) on the contents of the two lectures (150 minutes). Introduction to DaZ/DaF: three examination tasks: Profile analysis 8 points, language-sensitive teaching 12 points, question on compulsory literature 10 points. Comparative grammar exam: Multiple choice test. 2. Laboratory (2 ECTS) Didactics of German DAF+DAZ and language education in the learning fields: Planning, elaboration and writing of a learning scenario for kindergarten or primary school, final reflection. 3. Laboratory (2 ECTS) Ladin language and culture, integrated language didactics: Term paper: development of a didactic unit based on the principles of integrated language didactics (deadline to be announced on OLE at the beginning of the semester).

Evaluation criteria
Criteria for the assessment of the written examination and the written work in the laboratories: - Completeness - Deepening and reflection - Clarity of argumentation - Correctness of content and language The assessments of the written examination and the assignments are included in the overall assessment. In accordance with the examination regulations of the faculty, the assessment of each individual course belonging to the module must also be positive for a positive overall assessment of the module performance. In the event of a negative assessment of the overall module, the entire module examination must be repeated. Please note that according to the examination regulations, three attempts without passing will result in a block for three examination dates. (See also article 6, paragraph 4 of the current examination regulations).

Required readings

For the sub-module 'Einführung Didaktik DaZ/DaF' (Renata Zanin):

Ahrenholz, Bernt (2017): Erstsprache - Zweitsprache - Fremdsprache - Mehrsprachigkeit.

De Cillia, Rudolf (2013): Spracherwerb in der Migration Deutsch als Zweitsprache.

Krumm, Hans Jürgen (2003): „Mein Bauch ist italienisch ...“ Kinder sprechen über Sprachen.

Krumm, Hans Jürgen, Reich, Hans H. (2011): Curriculum Mehrsprachigkeit Seiten 1-11, Primarstufe 1-2, S.1-4, Primarstufe 3-4, S.1-4

Nodari, Claudio (2009): Deutsch als Fremdsprache/ Deutsch als Zweitsprache/Deutsch als Muttersprache – Perspektiven Einer Deutschdidaktik.

Grießhaber, Wilhelm (2013): Die Profilanalyse für Deutsch als Diagnoseinstrument zur Sprachförderung 

Feilke, Helmut (2009): Wörter und Wendungen: kennen, lernen, können. Praxis Deutsch 218.

Spiegel, Ute (2009) Wörter erkunden. Praxis Deutsch 218.

Apeltauer, Ernst (2007): Das Kieler Modell: Sprachliche Frühförderung von Kindern mit Migrationshintergrund.

Apeltauer, Ernst (2012): Wortschatzarbeit in mehrsprachigen Gruppen.

Tajmel, Tanja (2019): Das Konkretisierungraster.

Tajmel, Tanja, Hägi-Mead, Sara (2017):  Sprachbewusste Unterrichtsplanung. Prinzipien, Methoden und Beispiele für die Umsetzung. Waxmann, Förmig Material, Band 9. (S.74-82)

Becker Mrotzek, Michael/Böttcher, Ingrid (2006): Schreibkompetenz entwickeln und beurteilen. Berlin: Cornelsen, S.130-140.

Festman, Julia et al.(2023): Texte verfassen in der Primarstufe. Münster: Waxmann, S.225-237.

For the sub-module 'Vergleichende Grammatik des Deutschen und Italienischen' (Birgit Alber):

-        Alber, B. 2022. Linguistik des Deutschen, kompakt und kontrastiv, Edizione QuiEdit, Verona. Second revised and expanded edition. ISBN 978-88-6464-676-3. [Part II]

-         Exercises: available on OLE

For the laboratory 'Didaktik Deutsch DAF+DAZ und sprachliche Bildung in den Lernfeldern'

-        Hoelscher, Petra; Roche, Jörg; Simic, Mirjana (2009): Szenariendidaktik als Lernraum für interkulturelle Kompetenzen für erst-, zweit- und fremdsprachigen Unterricht. In: Zeitschrift für interkulturellen Fremdsprachenunterricht 14. Jg, H. 2., S. 43-54.

-        Tajmel, Tanja, Hägi-Mead, Sarah 2017.Sprachbewusste Unterrichtsplanung. Prinzipien, Methoden und Beispiele für die Umsetzung. FörMig Material, Volume 9. Waxmann, Münster.

For the laboratory 'Ladinische Sprache und Kultur, integrierte Sprachdidaktik'

Moroder, Tobia, 2016. Die Dolomitenladiner. Istitut Ladin "Micurà de Rü", San Martin de Tor:



Supplementary readings

Einführung Didaktik DaZ/DaF

Hoffmann, Ludger et al. (eds.). 2017. Deutsch als Zweitsprache. Ein Handbuch für die Lehrerausbildung. Erich Schmidt Verlag, Berlin.

 

Vergleichende Grammatik des Deutschen und des Italienischen

Students who are unable to attend the lectures regularly are advised to work through the teaching script for the sub-module 'Vergleichende Grammatik des Deutschen und Italienischen' with the help of the following texts:

 

Alber, Birgit. 2007. Einführung in die Phonologie des Deutschen. Edizione QuiEdit, Verona.

 

Alber, Birgit. 2004. Einführung in die Morphologie des Deutschen. QuiEdit, Verona.

 

Gaeta, Livio. 2017. Lineamenti di grammatica tedesca. Carrocci Editore, Roma.

 

Gallmann, Peter, Siller-Runggaldier, Heidi, Sitta, Horst (2008-2018). Sprachen im Vergleich. Deutsch – Ladinisch – Italienisch. Volumes 1-4.

 

Tomaselli, Alessandra. 2013. Introduzione alla sintassi del tedesco. QuiEdit, Verona.

 

Ladin Language and Culture

Pescosta, Werner. 2013. Geschichte der Dolomitenladiner. Istitu Ladin "Micurà de Rü", San Martin de Tor




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Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.

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Modules

Semester 2 · 12415A · 5 year master degree in Primary Education - German section · 3CP · DE

Module A — Introduction to German as an L2

The aim of the course is to enable students to plan, develop, implement and reflect on language support measures for the L2 (DaZ/DaF) area in kindergarten and primary school on the basis of scientific findings on L2 acquisition and multilingualism and taking into account the legal requirements (framework guidelines for German and Italian kindergarten, for German and Italian primary school in South Tyrol).

Lecturers: Renata Zanin Scaratti

Teaching Hours: 30
Lab Hours: 0

Course Topics
Theories of second language acquisition and their impact on didactic models. Differentiation between GFL (DaF) and GSL (DaZ) at an international level and in South Tyrol. The Common European Framework of Reference for Languages (CEFR) and its significance for DaF/DaZ lessons at primary school, focusing on basic competences GK2 and GK4 (ÖSZ); Differences and similarities between DaE, DaZ and DaF didactics. Profile analysis and support horizons according to Grießhaber; Promoting the four language skills: reading, listening, writing and speaking in DaZ/DaF. Learning scenarios for DaZ/DaF lessons. Assessment and error correction in DaZ/DaF lessons. Practice exploration projects/action research projects in kindergarten and primary school. Language input as a quality criterion for teaching: IQOS/LIOS I and TIOS/LIOS II for kindergarten and primary school. Language-sensitive teaching in all subjects.

Teaching format
The lesson takes place remotely. Lecture with exercises

Required readings

Ahrenholz, Bernt (2017): Erstsprache - Zweitsprache - Fremdsprache - Mehrsprachigkeit.

De Cillia, Rudolf (2013): Spracherwerb in der Migration Deutsch als Zweitsprache.

Krumm, Hans Jürgen (2003): „Mein Bauch ist italienisch ...“ Kinder sprechen u¨ber Sprachen.

Krumm, Hans Jürgen, Reich, Hans H. (2011): Curriculum Mehrsprachigkeit Seiten 1-11, Primarstufe 1-2, S.1-4, Primarstufe 3-4, S.1-4

Nodari, Claudio (2009): Deutsch als Fremdsprache/ Deutsch als Zweitsprache/Deutsch als Muttersprache – Perspektiven Einer Deutschdidaktik.

Grießhaber, Wilhelm (2013): Die Profilanalyse für Deutsch als Diagnoseinstrument zur Sprachförderung 

Feilke, Helmut (2009): Wörter und Wendungen: kennen, lernen, können. Praxis Deutsch 218.

Spiegel, Ute (2009) Wörter erkunden. Praxis Deutsch 218.

Apeltauer, Ernst (2007): Das Kieler Modell: Sprachliche Frühförderung von Kindern mit Migrationshintergrund.

Apeltauer, Ernst (2012): Wortschatzarbeit in mehrsprachigen Gruppen.

Tajmel, Tanja (2019): Das Konkretisierungraster.

Tajmel, Tanja, Hägi-Mead, Sara (2017):  Sprachbewusste Unterrichtsplanung. Prinzipien, Methoden und Beispiele für die Umsetzung. Waxmann, Förmig Material, Band 9. (S.74-82)

Becker Mrotzek, Michael/Böttcher, Ingrid (2006): Schreibkompetenz entwickeln und beurteilen. Berlin: Cornelsen, S.130-140.

Festman, Julia et al.(2023): Texte verfassen in der Primarstufe. Münster: Waxmann, S.225-237.



Supplementary readings

Hoffmann, Ludger et al. (Hg.) (2017): Deutsch als Zweitsprache. Ein Handbuch für die Lehrerausbildung. Erich Schmidt Verlag, Berlin.



Semester 2 · 12415B · 5 year master degree in Primary Education - German section · 2CP · DE

Module B — Didactics of German as an L2 and Linguistic Education (Lab.)

Based on the topics covered in the lectures, language support activities for kindergarten and primary school are designed, developed, discussed and reflected on in the laboratory.
As proof of performance, students plan and develop a learning scenario for kindergarten or primary school in groups of two. In the final reflection, the challenges with regard to phonology, lexis, semantics, morphology, syntax, text linguistics and pragmatics are to be recorded. The students show that they have dealt intensively and independently with the linguistic challenges and linguistic input in kindergarten and primary school with regard to DaZ/DaF.

Lecturers: Mara Maya Victoria Leonardi, Alexander Glück, Marjan Asgari

Teaching Hours: 0
Lab Hours: 20 Gruppe 1 und 2: Dr. Mara Maya Victoria Leonardi Gruppe 3: Dr. Marjan Asgari Gruppe 4: Dr. Alexander Glück

Semester 2 · 12415C · 5 year master degree in Primary Education - German section · 3CP · DE

Module C — Comparative Grammar of German and Italian

The topic of this course is the didactically relevant structural differences between the German and Italian languages in phonology, morphology, syntax and lexis, which are analysed using the methods of comparative linguistics.

Lecturers: Birgit Alber

Teaching Hours: 30
Lab Hours: 0

Semester 2 · 12415D · 5 year master degree in Primary Education - German section · 2CP · DE

Module D — Ladin Language and Culture, Multilingual Language Teaching (Lab.)

The laboratory provides an overview of the Ladin language and culture of the Dolomite valleys. It provides an insight into elements of the linguistic history of Ladin and its current sociolinguistic situation as well as the most important elements of Ladin history and culture. The Ladin school system and integrated language didactics are presented and analysed and reflected upon with regard to their applicability in other school systems.

Lecturers: René Pescoll, Ilke Senoner

Teaching Hours: 0
Lab Hours: 20 Gruppe 1, 2 und 3: Dott. Mag. René Pescoll Gruppe 4: Ilke Senoner

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