Foto: Matthias Friel
Primary school children learning an additional language. The different aspects of learning additional languages are becoming increasingly obvious (Nicholas & Starks, 2014; Nicholas, Pienemann & Lenzing, 2022). Equally, the breadth of resources available to support that learning is rapidly increasing (Roos & Nicholas 2020;Thorne, Hellermann & Jakonen, 2021). Two of the many challenges faced by teachers ofadditional languages relate to understanding how children learn such languages. The firstchallenge is choosing a view of language to inform teacher decision-making. The second is understanding how their chosen perspective might align with insights into children’s processes of acquisition (Nicholas & Lightbown, 2008).In this subject we will look at a number of aspects of additional languages, some that open up possibilities for how learners and learning can differ and others that allow us to see differences between languages (Roos, 2019). We will use these deliberations to clarify and justify participants’ specific choices in views of language and language acquisition. We will then work to elaborate lessons and lesson-sequences that align with those choices so that teacher decision-making can become coherent and consistent.Assessment will involve the compilation of a language teaching unit that aligns withnominated principles of language and language acquisition as presented in a class forum involving explanation of the principles and exemplification of how those principles are reflected in the unit.
Bitte beachten Sie: Dieses Seminar wird Anfang Oktober in vier Blöcken angeboten, und zwar
am Mittwoch, 04.10. und Donnerstag, 5.10. sowie
am Dienstag 10.10. und Donnerstag 12.10.,
jeweils von 9:00 – 15:30.
Bei Rückfragen und zur Anmeldung für dieses Seminar kontaktieren Sie bitte Prof. Howard Nicholas (H.Nicholas@latrobe.edu.au).
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