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Sprachförderung von Lehramtsstudierenden mit Deutsch als Zweitsprache – Fallbeispiel Pädagogische Hochschule Zug, Schweiz

Chapter in book
Authors Michelle Waldispühl
Published in Promoting Learner Autonomy in Higher Education / eds. Brikena Xhaferri; Michelle Waldispühl; Brigit Eriksson
Pages 263–281
ISBN 978-608-4503-98-9
Publisher South East European University
Place of publication Tetovo
Publication year 2015
Published at
Pages 263–281
Language de
Links https://gup.ub.gu.se/file/207572
Keywords Deutsch als Zweitsprache in der Schweiz, Lernerautonomie, Lehrerausbildung
Subject categories Didactics, Languages and Literature

Abstract

Student teachers who first learnt German as a second language as adults face various linguistic challenges when studying and teaching in German speaking Switzerland. Pro-fessional standards for teachers at primary school require C2-level in German, the language of instruction, and C1-level in at least one of the foreign languages French and English. The diglossic situation in German speaking Switzerland with its local dialects alongside Standard German makes additional demands. This paper presents a German as a second language course for student teachers conducted by the author with a group of five students in the year 2012/2013 at the University of Teacher Education in Zug, Switzerland. The course aims to train students in accordance with their specific needs for German language skills and is strongly based on methods of learner autonomy in order to cover the group members’ individual needs and to equip them for further learning outside university.

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