Vortragsreihe Lehrerbildung

Jana Gierschke & Carolin Barthel | ZLB Uni Jena | Präsenz
Donnerstag 25.04.2024 - 16:30 - 18:00 Uhr - Vortragsraum ThULB

Die Ausstellung entstand im Rahmen des Jubiläums „100 Jahre Jenaplan-Pädagogik“ in Kooperation der Jenaplan-Schulen Jena und Weimar mit dem Zentrum für Lehrerbildung und Bildungsforschung der Universität Jena. Sie spannt den Bogen vom historischen Jenaplan zu
aktuellen Grundfragen heutiger und künftiger Pädagogik und Schulentwicklung. Die Ausstellung zeigt die Schulpraxis an der 1924 von dem Reformpädagogen Peter Petersen
umgestalteten Universitätsschule. Seit 1927 trägt die ausgestellte Schulpraxis den Namen „Jenaplan“. Gegliedert ist die Ausstellung in zehn aufeinander abgestimmte Themenfelder mit Fotos aus dem Schulalltag, mit Schüler und Gruppenarbeiten, Zeichnungen, Unterrichtsmaterialien und Möbelnachbauten. Die Begriffe Heterogenität, Teilhabe, Leistungskultur und Unterrichtsentwicklung, damals wie heute zentrale Themen im Bildungsbereich, sind verbindende Elemente der zehn Themenfelder der Ausstellung. Sie unterstreichen die Aktualität der Jenaplan-Pädagogik für eine moderne Schulentwicklung und Schulerneuerung. Der Schwerpunkt der Ausstellung liegt auf der im demokratischen Kontext der Weimarer Republik entstandenen Pädagogik.

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Soili Norro | Turku University | digital

Linguistically responsive teaching - enhancing multilingual students' epistemological access in various contexts

 An increasing number of students worldwide face the challenge of receiving their basic education in a language other than the one(s) spoken at home. It has been estimated that even forty per cent of the world’s population do not have access to education in a language that they understand. The challenges are similar in both postcolonial school systems, where the language of instruction is often an ex-colonial, exogenous language, and in various contexts created by international mobility such as immigration. The high valuation of the school language may entail denigration of multilingual students’ home languages and thus affect their linguistic and cultural identities.

Teachers’ beliefs are an important aspect in language policy implementation, as they finally decide which languages are used in the classroom. Their beliefs reveal and reflect the language ideologies prevalent in the society and guide their pedagogical practices. In the lecture, I use the data and analysis of my doctoral dissertation to shed light on teachers’ beliefs and practices in the context of Namibia especially.

I also focus on pedagogical practices that will enhance multilingual students’ learning. I use linguistically responsive teaching as an umbrella term for different pedagogies, such as translanguaging pedagogy, and give examples of successful programmes supporting multilingual students’ epistemological access and the construction of their multilingual identities.

Biography:
Soili NorroExterner Link is a teacher of English and French in Rauma Teacher Training School (Finland). She obtained her PhD in Applied Linguistics from the University of Turku in May 2023. Her doctoral dissertation focused on Namibian primary school teachers’ beliefs and practices and the language ideologies underlying them. She has also worked as a missionary in Cameroon for several years.

Gabriel Michaud | Université de Montréal | Digital 

Engagement in second language classrooms: what can be done?

As the result of a sharp increase in global displacement (OECD, 2021, UNHCR, 2023), the global landscape is seeing a commensurate increase in the need for language acquisition. Immigrants and new arrivals navigating their new homes face the dual task of resettlement and language acquisition. For understandable reasons stemming from myriad pressures and competing priorities, second language classes are often characterized by low participation, high dropout rates, and absenteeism (MIFI, 2021; Vérificatrice générale, 2017). Scholars emphasize that engagement is critical to overcoming barriers such as low achievement and motivation (Frederick et al., 2019; Mercer, 2019) and serves as the foundation for meaningful learning experiences (Svalberg, 2009; Mercer & Dörnyei, 2020) which is especially critical for successful second language acquisition efforts (Mercer & Dörnyei, 2020).

Despite educators' recognition of its importance, practical guidance for enhancing engagement remains scarce (Mercer & Dörnyei, 2020). The multifaceted nature of engagement underscores its complexity (Philp & Duchesne, 2016), leading to advocacy for its integration into task design and implementation. This presentation aims to provide educators with actionable strategies for fostering engagement, thereby cultivating vibrant and participatory learning environments conducive to language acquisition and success.

Biography:
Gabriel MichaudExterner Link is an assistant professor of second language pedagogy at the University of Montreal’s Department of Didactics. He previously held a position as a lecturer at McGill University. With a specific focus on task-based engagement and the integration of form-focused instruction within Task-Based Language Teaching (TBLT), his research also examines the mediating effects of individual differences such as language aptitude and working memory, collaborative writing, and corrective feedback. He is the recipient of the 2020 Larry Vandergrift Award, presented by The Canadian Modern Language Review.