German Teaching Methodology I

Code:

MEIEFA001

Acronym:

DA_I

Keywords
Classification	Keyword
OFICIAL	Didactics

Instance: 2022/2023 - 1S

Active?	Yes
Responsible unit:	Department of Germanic Studies
Course/CS Responsible:	Teaching English and Foreign Languages in the 3rd cycle of Basic Education and in Secondary Education, with specialties in Spanish or French or German

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEIEFA	7	MEIEFA - Study Plan	1	-	6	54,5	162
MEPIEFA	1	MEPIEFA - Study Plan	1	-	6	54,5	162

Teaching language

German

Objectives

German Didactics classes are aimed at students who, in the near future, will work as teachers of the German language. Thus, it is fundamental that students are able to a) participate in the organization and structuring of the course by taking responsibility for their own learning and self-assessment according to autonomous learning"; (B) to obtain the necessary information in German either from the classes they attend or from the bibliography / supporting texts provided during the course of the year; C) participate actively in the resolution of exercises and tasks as well as in discussions, dialogues and debates; D) continually expand their linguistic knowledge relevant to their future activity as a teacher of the German language.

The use of the Moodle platform is a fundamental tool of this curricular unit.

Goals:
Acquisition of knowledge about...
- elementary ways of teaching and learning and their reciprocal relationship;
- current issues and aspects of the methodology and teaching of foreign languages;
- the contribution of the auxiliary sciences, namely linguistics, psychology, sociology, among others.

Initiation to analysis of...
- the conditions and assumptions of the teaching of German in Portuguese schools,
- current teaching materials;
- existing changes.

Aquisicion of competencies related to...
- the planning, execution and consequent reflection;
- the choice, definition and adequacy of contents,
objectives and methodological concepts;
- the written preparation of concrete lesson plans.

Learning outcomes and competences

Throughout the semester, students learn to deal (more autonomously) with academic texts in German and with their typical linguistic features, not only by acquiring strategies for reading scientific articles, but also by developing an oral presentation in German. In addition, students learn to analyze lesson plans. For this, they are presented with models of planning, with various themes and contents which are relevant for their future activity as teachers of the German language.
Students prepare an oral presentation in German on a theme related to didactic-methodical aspects or to aspects of an academic or technical use of language (Unterrichtssprache). Students search for, select and adapt materials, systematize content and present it in German.

The main objectives to achieve in the first semester include:

-Development of students’ awareness of issues related to second language acquisition and learning;

-Acquisition of key aspects of the theory/theories related to the practice of German as a foreign language

-Improvement of the students’ scientific competences;

-Continuous improvement of the command of the German language by reading specific scientific literature

-Training of the skills of planning, monitoring and evaluation of learning processes;


-Development of critical thinking skills with regard to the questioning of teaching practices and their theoretical frameworks

Working method

B-learning

Program

Theory:

-The History of German as a Foreign Language

-Modern Methodology and Didactics of German as a Foreign Language

-The roles of Teachers/Learners -Learner Differences -Learner Training/Styles of Learning

-Analysis of the Actual Teaching Contexts and the objectives and program content in Portuguese Public Schools

-Analysis of Lesson Plans

-Analysis of Programmes and Textbooks

-Development of strategies for developing autonomy when working with academic texts in German

-Theoretical bases for planning a lesson (theoretical model by Peterβen)

Practice:
Application of Peterβen’s theoretical framework: Exercises for the analysis of the logical progression of a lesson or teaching unit; exercises to formulate procedural aims for the different stages of a lesson,; exercises for the formulation of the theme and objectives of a lesson and lesson rationale
-Development of an oral presentation in German

 

Mandatory literature

Brinitzer, Michaela; DaF unterrichten : Basiswissen Didaktik Deutsch als Fremd- und Zweitsprache, Klett, 2013
Butzkamm, Wolfgang; Unterrichtssprache Deutsch. Wörter und Wendungen für Lehrer und Schüler, München: Hueber, 2007
Graefen, Gabriele / Moll, Melanie; Wissenschaftssprache Deutsch: lesen - verstehen - schreiben, Peter Lang, 2012
Kahlert, Joachim / Sandfuchs, Uwe; Schulbuch konkret.Kontexte –Produktion - Unterricht. , Bad Heilbrunn: Klinkhardt., 2010
Meyer, Hilbert ; Unterrichtsmethoden II: Praxisband, Cornelsen Scriptor Verlag, 15. Auflage, 2010

Complementary Bibliography

Altmayer, C.; Biebighäuser, K.; Haberzettl, S. & Heine, A.; Handbuch Deutsch als Fremd- und Zweitsprache: Grundlagen - Theorie - Didaktik, J. B. Metzler, 2021. ISBN: 978-3476048578
Ersch, C.M. & Grein, M.; Multikodalität und Digitales Lehren und Lernen (DaF/DaZ in Forschung und Lehre), Frank & Timme, 2021. ISBN: 978-3732908134
Helbig, Gerhard; Götze, Lutz; Henrici, Gert; Krumm, Hans-Jürgen; Deutsch als Fremdsprache. Ein internationales Handbuch. 2. Halbband., Walter de Gruyter, 2001. ISBN: 3-11-016940-1
Jung, Lothar; 99 Stichwörter zum Unterricht DaF, Ismaning: Hueber, 2001
Krumm, Hans-Jürgen; Fandrych, Christian; Hufeisen, Britta; Riemer, Claudia (Hrsg.); Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch. Band 1, de Gruyter Mouton, 2010. ISBN: 978-3-11-020507-7
Krumm, Hans-Jürgen; Fandrych, Christian; Hufeisen, Britta; Riemer, Claudia (Hrsg.); Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch. Band 2, de Gruyter Mouton, 2010. ISBN: 978-3-11-020508-4
Peterßen, Wilhelm H ; Handbuch Unterrichtsplanung. Grundfragen, Modelle, Stufen, Dimensionen. , Oldenbourg: Schulbuchverlag, 2000
Skiera, Ehrenhard; Reformpädagogik in Geschichte und Gegenwart. Eine kritische Einführung. , R. Oldenbourg, 2003
Vários; Deutsch Lehren Lernen (DLL-Reihe)
Vários; Zeitschrift Fremsprache Deutsch, Klett, 2012

Comments from the literature

Further bibliography will be provided during the semester according to the needs of students.

Teaching methods and learning activities

Lectures; presentations and discussions of relevant topics; individual oral presentation of a topic related to a methodological-didactic aspect; group work; individual work; homework; research in the library and on the Internet. Great importance is given to active participation by students in class.
 

 

Software

Plataforma Moodle
Power Point, Microsoft Office, Frontpage
Prezi

keywords

Humanities
Social sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	20,00
Prova oral	30,00
Teste	50,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	70,00
Frequência das aulas	54,00
Trabalho de investigação	38,00
Total:	162,00

Eligibility for exams

Approval in the different elements of evaluation.

Calculation formula of final grade

Average of all evaluation elements.

Evaluation Components: Research work - reflection / homework / continuous work with the Moodle platform: 20%

Oral presentation: 30%
Written exam: 50%

Examinations or Special Assignments

According to the FLUP regulations.

Students must attend 75% of all classes in order to qualify for formal assessment.

Working students and other students legally exempt from regular class attendance should contact the teacher at the beginning of the semester to clarify all procedures.

 

Internship work/project

Not applicable

Special assessment (TE, DA, ...)

Not applicable

Classification improvement

In this course unit, only the component "written exam" is subject to improvement ("melhoria" or "recurso").