![]() Due to the fact that neither of us speaks the Laotian language, we had to find ways to communicate with the Laotian pupils without relying on language. Furthermore, we would experience new ways of approaching problems. Not only would we experience, live, and work amongst the Lao people and culture, but we would be also able to expand our practical skills at teaching because of the opportunity of gaining a better understanding of materials and ingredients. Out of the many different offers the PH Karlsruhe provides, the project “ The Laos Experience” attracted us the most. Rittersbacher 2016, guideline for unit test). During our stay abroad, an individual project has to be carried out and documented, as a “milestone in order to become a teacher for bilingual teaching” (“Meilenstein auf dem Weg zur BLL/ CLIL – Lehrkraft”), which is to specify and reflect our experiences and newly gained knowledge and competences (C. Therefore, it is necessary to stay abroad for a longer period of time. Staying abroad usually extends and deepens language competences and provides cultural learning possibilities. For a teacher of bilingual teaching it is important to use possibilities for cultural learning and teaching because it “enables to be effective with students from cultures other than own” (cf. Rebekka studies English in combination with biology and Vanessa studies English in combination with chemistry. We, Rebekka Vogt and Vanessa Wecker ( Team VIII), are enrolled in this Bilingual Teaching program. There are no specifications where to go, but the chosen country or project has to be connected to one of the two offered target languages at the PH Karlsruhe: English or French. For a Bachelor’s degree in Bilingual Teaching 2 at the PH Karlsruhe, a stay abroad of 20 weeks is required.
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