Abstract
Pluriliteracies Teaching for Learning (PTL) constitutes a relatively recent development in Content and Language Integrated Learning (CLIL). This approach has been developed by a group of international experts (The Graz Group) in order to model and provide pathways for deeper learning across languages, disciplines and cultures by focusing on the development of disciplinary or subject specific literacies. We argue that deeper learning – defined as the successful internalization of conceptual content knowledge and the automatization of subject specific procedures, skills and strategies – rests on learners’ acquisition of disciplinary literacies. We posit that disciplinary literacies in turn only develop when learners actively engage in subject specific ways of constructing knowledge and when they are taught how to language their understanding appropriately and in an increasingly complex and subject appropriate manner. In this article, we will describe the theoretical underpinnings that inform our model to show how an understanding of the two key processes of deeper learning will aid to the conceptualization of learner progression in pluriliteracies development.
Zusammenfassung
Pluriliterales Lernen ist ein neuer didaktisch-methodischer Ansatz für den bilingualen Unterricht. Dieses Konzept wurde von einer internationalen Expertengruppe entwickelt (Graz Group), um vertiefte Lernprozesse über Sprachen- und Fächergrenzen hinweg zu initiieren. Vertieftes Lernen beinhaltet sowohl die Internalisierung von Konzeptwissen als auch die Automatisierung von Fertigkeiten und Strategien und führt zur Entwicklung von Sachfachliteralität. Die Entwicklung von Sachfachliteralität ist an fachspezifische Methoden der Wissenskonstruktion und -kommunikation gekoppelt. Pluriliterales Lernen fördert die Sachfachliteralität in mehreren Sprachen und befähigt Lerner, ihr Wissen adäquat zu versprachlichen und sich an zunehmend komplexen Fachdiskursen erfolgreich zu beteiligen. In diesem Artikel sollen die Prozesse und Theorien, die unserem Ansatz zugrunde liegen, vorgestellt und näher erläutert werden um zu zeigen, wie sich sachfachliche Lernprogressionen denken, entwickeln und erforschen lassen.
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