Sprachbewusste Kartenarbeit? Beobachtungen zum Karteneinsatz im Geographieunterricht

Abstract

Ein sprachbewusster Geographieunterricht wird aufgrund zunehmender sprachlicher Heterogenität in den Klassen notwendig. Die Refl exion sprachlicher Anforderungen und Methoden bei der Kartenarbeit ist ein wichtiger Baustein für die Umsetzung sprachbewussten Geographieunterrichts. In dem Artikel wird der Frage nachgegangen, inwiefern Kartenarbeit im Geographieunterricht tatsächlich sprachbewusst stattfi ndet. Dafür wurden 585 Geographiestunden in der Sekundarstufe I beobachtet und analysiert. Keywords: Sprachbewusster Geographieunterricht, Kartenarbeit, PraxissemesterLanguage awareness when working with maps? Observations concerning the usage of maps in the geography classroom Due to increasing linguistic heterogeneity in geography classes, language-aware geography education becomes crucial. Th e refl ection of language requirements and methods when working with maps is a necessary means when performing languageaware geography lessons. Th is article assesses the question, to what extent working with maps happens with languageawareness. In that matter, 585 geography lessons have been monitored and analyzed.

Writing in Geography Lessons—An Unreflected Routine?

“…Currently, empirical studies that research the topic of writing in geography education focus on the use of writing tasks, the skills of pupils and students in argumentative writing, and the importance of argumentation in lessons and the attitudes of teachers in this regard [24][25][26]. In a first explorative, quantitative study, Budke [6] (p. 58ff) used open structured observation of 178 geography lessons to investigate to what extent writing is embedded in geography lessons and what meaning could be derived from this.…”

“…Overall, writing allows better possibilities for planning and revision than oral language and can thus promote a better result in argumentative texts than in oral texts [39] (p. 49). Budke and Kuckuck [18] emphasise that the acquisition of communication skills can also be accompanied by an understanding of subject content: "Learning in geography lessons takes place both with and via language. The aim is to support all pupils in such a way that they can develop their communication skills in geography lessons and use them to understand geographical contexts" [18] (p. 19).…”

“…In this context, the realisation that linguistic and subject-specific learning are mutually dependent has been identified [10] (p. 27), particularly due to growing heterogeneity in the student population and the consequential differentiation and promotion of linguistic competencies in geography teaching that has become essential. Many authors have already addressed this issue and collected empirical research on the topic, as well as developing linguistic support methods, particularly focusing on argumentation [18][19][20][21][22][23].…”

How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography

“…Secondly, schools and teachers often struggle to meet this new complexity and, to say it with the utmost caution, might occasionally tend to just scrape the surface of new and upcoming demands [5,[16][17][18]. Argumentation is discussed broadly in educational research but is rarely implemented and promoted in everyday teaching [18][19][20][21][22]. The mentioned gap should therefore encourage educational researchers to use intervention studies to test new methods, which might support and encourage teachers and schools in addressing incorporation of argumentation into disciplinary literacy awareness in their lessons.…”

Multilingualität in Schule und Hochschule – Erfahrungen und Vorstellungen von Studierenden im Lehramt Geographie

“…Die bei Schüler/innen vorhandenen Sprachkenntnisse werden allerdings im aktuellen Geographieunterricht kaum genutzt und kaum gefördert, da dieser in der Regel monolingual, auf Deutsch stattfindet (Repplinger & Budke 2018). In den letzten Jahren werden daher verstärkt Konzepte für einen sprachsensiblen und multilingualen Geographieunterricht entwickelt, in welchem fachliches und sprachliches Lernen gleichzeitig stattfinden kann (Budke & Kuckuck 2017;Weißenburg 2016). Zur Entwicklung dieser neuen Konzepte rücken die multilingualen Lehrkräfte in den Fokus des Interesses, da sie möglicherweise über Erfahrun-gen und Vorstellungen verfügen, welche sich zur Weiterentwicklung des Geographieunterrichts eignen.…”