University Degree: Teaching
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Linguistic Heterogeneity Teaching English in Multilingual Classrooms
These questions will be investigated in the following sections by firstly examining the differences between the acquisition process of the second and the third language. Furthermore, as potential didactic support, a concept dwelling on the possibility of dealing with the pupils’ language knowledge in an efficient way to acquire further languages will be presented. Finally, chapter 3 contains practical examples on how to integrate minority languages in the English learning classroom. 1. L2 vs L3 – Learning differences Regarding the official framework curriculum of Berlin, the essential tasks and objectives of achieving the targeted language competencies in the subject English are described as follows: Der Aufbau und die Förderung einer individuellen Mehrsprachigkeit (Muttersprache plus mindestens zwei Fremdsprachen)
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Examine these approaches to behaviour management in light of your reading of the theory and background research underpinning the Steer Report (2009) and the Ofsted report of Academy X.
Examine these approaches in light of your reading of the theory and background research underpinning these reports. Analyse how your future development as a classroom practitioner has been (and continued to be) informed by blending these reports with you own further evidence on behaviour management. This essay seeks to correlate my experiences within classroom with the two documents cited above to critically assess the ways in which my development as a classroom practitioner has, and will continue, to progress. In blending theory and practical experience this essay will enhance my practise which has loosely followed Kolb?s Experimental Learning Model (Figure A).
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