Learning Subjects in German
Table of Contents
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Introduction
Goals
Target Group
Requirements and Framework
Procedures for Implementation
Commitment and Sustainability of the Concept
Responsibilities, Time Frame, Resources
Approval and Continuation
I.
Introduction
Language skills are one of the most important competencies for communication and
interaction in a globalized world. In addition, language is also a necessary prerequisite
for the study of social and natural sciences.
German International Schools New York values language instruction as an essential
part of education. Teaching German will enable the school to accept students whose
families do not communicate in German. In order to support these students
successfully, the school needs to develop an effective language teaching concept.
The existing program for supportive German instruction (DaF) already provides a
valuable basis. The DFU concept (Deutsch im Fachunterricht/Teaching Subjects in
German) adds and defines the goals and procedures for the teaching of subject based
German.
II.
Goals
Subject based knowledge can only be acquired with the help of language. As students
learn and improve language skills in German class and in additional supportive classes
described in the DaF concept, specialized terminology and phrases are introduced and
practiced in the subjects themselves. The DFU concept describes specific goals for the
teaching of subject based German.
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These goals fulfill the requirements described in the quality framework for
German Schools Abroad by the German federal government and the states.
Paragraph 2.1.4 requires setting priorities in the curriculum for teaching subjects
in German.
The framework states in particular to give students whose first language is not
German the opportunity to improve their language skills in the social and natural
sciences taught in German. This help has to go beyond the support given and
described in the DaF concept. In the long run, such additional assistance will
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support the goal of increasing the number of students with German as a second
language.
The DFU concept intends to create commitment and continuity. Both are needed
in a school with a high turn-over of students and teaching staff.
In the long run, a teaching culture of commitment to DFU and the creation of a
library of teaching materials will ease the workload and lead to a productive
cooperation between the teachers.
III.
Target Group
As of now, the concept is directed at the students of the middle and upper grades (5 12) where the social and natural sciences are taught as separate disciplines. Like the
DaF concept, the DFU concept is meant to assist students whose families do not
communicate in German.
IV.
Requirements and Framework
The requirements and the framework described in the DaF concept are valid for the
DFU concept as well.
V.
Procedures for Implementation
The following procedures are the starting point for implementing a teaching concept that
is sensitive to the needs of students whose first language is not German. The teachers
of Biology, Chemistry, Physics, Mathematics, History, and Geography will implement
and evaluate this concept.
Creation of the position of a DFU coordinator
The Head of School will nominate a DFU coordinator.
Cooperation between DaF and DFU
DaF and DFU teachers will form a working group in order to regularly evaluate and
refine the two concepts.
Assessment of the necessary language support
The results of the yearly language assessment tests will be available to the subject
teachers. In the parent conferences, they will inform the parents about the DFU element
in their subjects.
Creation of specific teaching materials
The subject teachers will create, respectively purchase materials that are in line with
their curriculum. Bilingual lists of phrases and terminology are a priority and need to be
incorporated in the curricula used in school. Materials include word cards and help with
wording and grammar. They will be handed to the students and also displayed on
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classroom walls. Consistent lesson plans and learning routines will provide additional
support.
Grading of tests with language deficiencies
Language grading standards for written and spoken student achievements should be
consistent in all DFU subjects. As long as the content is comprehensible, language
deficiencies will not lead to a lower grade. Of course, a test designed specifically for the
assessment of the correct use of definitions and terminology has to be graded
accordingly.
The school will develop a standardized feedback report for students with an unusually
high language deficiency. This report is given to the students and also to the DaF
teacher who will add it to their portfolio.
Staff development
At the beginning of each school year (during opening conferences), and as part of
department and general conferences, the goals and methods of teaching subjects in
German will be developed. A DFU message board will inform on items of priority and
offer the opportunity to arrange visits to each other’s classes. In addition, new teachers
will be able to familiarize themselves with the DFU elements in their subjects.
VI.
Commitment and Sustainability of the Concept
The DFU concept will be implemented when it has been approved by the conference of
all teachers. The DFU coordinator organizes the implementation, evaluates and further
develops the methods described in the concept in cooperation with the subject
teachers. In addition, the DFU coordinator closely works with the DaF coordinator in the
team “German Competency.”
VII.
Responsibilities, Time Frame, Resources
The DFU coordinator is responsible for the implementation, evaluation, and continuous
development of the concept. He/she will be compensated by a reduction of teaching
hours.
Teaching materials will be paid by the respective departments. The cost of teacher
training is covered by the staff development budget. The school has already purchased
a printer for posters.
VIII.
Approval and Continuation
Approval of the DFU concept is scheduled for the school year 2015/16. At the end of the
school year 2016/17, enough materials and methods have been put to the test that a
first evaluation can be made. Its results will be the basis for the continued application of
the concept.
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