lateinamerika im bilingualen sachfachunterricht erdkunde

Lateinamerika im

Bilingualen Sachfachunterricht Erdkunde

Mark Stoltenberg Fachtag der Fachberater Geographie

Leibniz Universität Hannover

06. März 2019

Übersicht

• Sprachliche Aspekte des bilingualen

Sachfachunterrichtes

• Einführungsphase: • Favela-Syndrom / Rio de Janeiro

• Sekundarstufe I: • Tropical Rain Forest (TRF)

• Under the canopy / layers of the TRF

• Working with key terms: slash and burn farming, shifting cultivation, nutrient

cycles, deforestation

• Synoptische Raumanalyse: 4-Blicke auf …

Sprachliche Aspekte im bilingualen Sachfachunterricht

• Formale Vorgaben u.a. durch KCI und KCII – und dann?

• Bilinguale Planungsaspekte:

• Verfügbarkeit geeigneten Materials in englischer Sprache (trotz vielfältiger Internetquellen )

• möglichst authentisches Material

• sprachliche Vereinfachung / Hilfestellung nötig?!

• fachlich und sprachlich angemessene Aufbereitung deutschsprachigen Materials (z.B.

Kartenlegenden, Statistiken,… )

Lerner

Input

(Lehrmittel)

Black Box

(Durchfluss)

Output

(Text) Verstehens-

probleme

Schreib-/Sprech-

probleme

Sprach-

unterstützung

Sprach-

unterstützung

Output

Scaffolding

Input

Scaffolding

Input – Output oder: der Lerner als Black Box

Entwurf: D. Haupt

Guter (bilingualer) Unterricht ist in hohem Maße

kommunikativ.

Die Kommunikation im Fachunterricht ist ein gemeinsamer

Prozess des Aushandelns von Bedeutungen.

Es werden ja keine Inhalte in den Kopf des Schülers

transportiert, sondern er selbst muss den Inhalten

Bedeutung geben.

Sek I: mögliche curriculare Positionen

Sek II: mögliche curriculare Positionen

hier: z.B. das Favela-Syndrom

Abitur 2020

Einführungsphase Jg.11

Auftreten des

Favela-

Syndroms,

Diercke

Modellregister

2016, S. 13

Einführungsphase: Favela Syndrom

Diercke Modellregister, Westermann 2016,

Rio de Janeiro – working with maps

• Diercke Weltatlas 2015, S. 236

Kartenlegenden / phrases

Land use

Residential areas

Upper classes and upper middle classes

Middle classes

Lower classes

Guarded residential complex (condominio fechado)

Favela (marginal, squatter settlement)

Pacified favela (occupied by security forces)

further land use

Olympic cempetition venue

business district

Industrial estates, commercial zone

University

Park, green space

Airport and landing strip

cultivated / wasteland

forest

swamp

transportation / traffic

downtown train

railway station

underground railway

Underground railway (under construction)

Ropeway

Cog railway

Motorway, dual carriageway

Motorway, dual carriageway under construction

Main road

Minor road

Tunnel

Express bus-stop

Airport

Air field

Ferry

boundaries

national park boundary

City limits

elevation

altitude in m above seal level

Helpful words and phrases:

- to describe location / distribution:

The city of … is located on the …..coast.

It is situated on either side of ….. Bay.

Rio lies slightly north of the Tropic of ….. (23.5°N) and at

approximately 43°15‘‘ West.

Most residential areas of the upper/lower classes are

concentrated near / at ..

Favelas in Rio are concentrated / evenly distributed ….

- to describe connections and relations:

…. lies east / west of / .. / on the opposite side of …

…….. can only be found at / near / close / in the proximity of /

Rio and Niteroi are connected by the …

- to compare:

The size of residential areas for …… / is larger / smaller /

….. outnumber the amount of …..

Translation of

key

Rocinha – the largest favela in Rio de Janeiro

Source: https://commons.wikimedia.org/wiki/File:1_rocinha_aerial_pano_2014.jpg

Describing its location and visible

features.

• Tasks:

• Describe the pictures.

• Identify four main problems of favelas.

Film: Looking into Rocinha - previewing

https://www.youtube.com/watch?v=c3BRTlHFpBU

Looking into Rocinha – while viewing 1

Looking into Rocinha – while viewing 2

Looking into Rocinha and other favelas • https://www.youtube.

com/watch?v=c3BR

TlHFpBU

https://www.youtube.com/watch?v=c3BRTlHFpBU

Film 2: What is a favela?

• https://www.youtube.com/watch?time_continue=298&v=Evd6ryt3YgA

Features of Favelas (mögliches Tafelbild / Sicherung)

• the only affordable housing option for many people in large cities in Latin America

• historically unregulated by the government

• residents invest heavily in their homes

• area with urbanistic qualities, e.g. low-cost housing, tight knit community etc.

• often located adjacent to high quality housing areas, gated communiteis

• (additions to the film):

• built on steep terrain > prone to flooding and landslides

• urban areas with high crime rates (drug trafficking, gun violence)

• some are pacified

Nova Ipanema in Google Earth Pro

Nova Ipanema / Haack Atlas , S. 220 / Google Earth

•Weischet, W.: Die ökologische Benachteiligung

der Tropen. Stuttgart 1980, S. 50; translated

•Burdack, H.: The tropical rain forest – a

miracle on poor soils? PG 5/2009, p.14

Lateinamerika in Sek. I:

Tropical Rainforest – one topic amongst others

Sek. I: Tropical Rainforest – under the canopy

• https://www.youtube.com/watch?v=5JvJCvdqvYs&t=184s

360° video,

view with Virtual Reality headset

narrator speaks very slowly!

easy language

11min 03 sec

Deforestation in Rondonia

Input scaffolding / Helpful words and phrases

pristine forest – primärer (unberührter) Regenwald

secondary forest - Sekundärwald

nutrient particle – Nährstoffpartikel

leaching – Auswaschung durch abwärtsgerichetete Wasserbewegung

litter – oberste Boden-Streuschicht

soil erosion – Bodenerosion / Bodenabtrag

bedrock – anstehendes Gestein, Felsuntergrund

slash and burn – Brandrodung

cattle pasture – Viehweidewirtschaft

clearing – Lichtung

to rear cattle

to cut down / to log / to deforest / to clear a forest area

Output scaffolding (examples only)

If we compare the proportion of nutrient particles in …. with ….. we can conclude / come to the conclusion that it is

highest / lowest ….

The nutrient circulation mainly takes place in / near / close to / within ….

Leaching is strong / weak / lowest at …….

Quelle: Diercke International Atlas, Westermann 2010, S. 150

word bank

word bank

Synoptische Raumanalyse auf Peru – 4-Blicke, Jg. 9/10

• Mehr als problemorientierte Raumanalyse

• objekt – sowie subjektorientierte Betrachtungsweise >

• vertieftes differenziertes Raumverständnis

• vernetztes Denken

• kompetenzorientierte Ausrichtung von Aufgaben (Kommunikation, Beurteilung

/ Bewertung)

• AFB III

Synoptische Raumanalyse

• mögliche Leitfragen /

leitende Arbeitsaufträge:

• Discuss whether Peru

really is the richest

country in the world.

• Explain why Peru claims

to be the richest country

in the world.

https://www.peru.travel/en-us/

Synoptische Raumanalyse - 4 Blicke auf Peru

Peru,

the „richest

country in the

world“?

Realraum

Step 1: Auswahl möglicher Materialien

• Peru's product exports (shares):

https://www.economist.com/the-americas/2016/02/06/from-conflict-to-co-operation

Peru´s altitude zones https://commons.wikimedia.org/wiki/File:Hoehenstufen_der_anden.en.PNG

Sources:

• www.indexmundi.com

• FWA2019 dig

• http://happyplanetindex.org

• www.tradingeconomics.com

http://tikaecological.com/why-peru/

https://www.perutelegraph.com/new

s/peruvian-economy/poverty-rate-

in-peru-increased-in-2017

Beziehungsraum

https://www.economist.com/the-

americas/2016/02/06/from-

conflict-to-co-operation

http://tikaecological.com/why-peru/

Rich and poor in Lima divided by 'wall of shame https://www.dw.com/en/peru-rich-and-poor-in-lima-divided-by-wall-of-shame/a-38780025

Wahrgenommener Raum

“For more than half the year Lima has a peculiar climate. It is never cold enough

to have a fire, but usually cold enough to make you wish for one. It never rains,

but is never dry; that is to say, it is not wet enough to make one hold up an

umbrella, yet wet enough to soak one’s clothes.”

— James Bryce, South America: Observations and Impressions, 1912

http://www.newperuvian.com/quotes-about-peru/

https://www.worldwildlife.org/magazine/issues/fall-2015/articles/deforestation-in-peru

https://www.twowanderingsoles.com/blog/cusco-peru

https://www.amnesty.ca/blog/help-indigenous-communities-confront-

toxic-water-crisis-peru

https://content.eia-

global.org/assets/2012/04/The_Laundering_Machin

e_ENG.pdf

https://www.peru.travel/en-us/

Gemachter Raum

https://www.youtube.com/watch?v=BY3_7pRHfs0&t=53s

Bringing together the results of the spatial analysis

Synopsis: AFB III

Discuss whether Peru really is the richest

country in the world.

Discuss / Erörtern Pros

• rich cultural heritage

• abundance of natural assets / sights /

landscapes / climatic regions :

• e.g. tropical rain forest and diverse

habitats > tourist attractions from

TRF to desert, from ocean beaches

to snow-covered peaks

• large variety of ressources

(mining)

• relatively „happy people“ according to

HPI (rank 21)

Cons

• high proportion of people in poverty,

especially in rural areas

• serious inequalities within the

country

• high proportion of people working in

primary sectory (low productivity)

• Peru is heavily dependent on mining

• serious urban development issues:

sharp social divisions

„zu einer vorgegebenen Problemstellung eine

reflektierte, abwägende Auseinandersetzung

führen und zu einem begründeten Sach-

und/oder Werturteil kommen“. (KC I, S. 31)

Meta-Reflexion

Materialien und Vorgehen reflektieren

http://acloserlookatclil.blogspot.com/2013/06/scaffolding.html

Quellen:

• Kerncurricula Erdkunde

• Global Analysis and Distribution of Unbalanced Urbanization Processes: The

FAVELA Syndrome Jürgen Kropp*, Matthias K.B. Lüdeke and Fritz Reusswig,

in: GAIA 10 (2001), no. 2 : http://www.pik-

potsdam.de/~luedeke/lit/GAIA_01.pdf

• Diercke Modellregister, Westermann 2016

• Diercke Weltatlas 2015 (digital)

• http://www.grida.no/resources/8094

• Burdack, H.: The tropical rain forest – a miracle on poor soils?,PG 5/2009,p.14

• https://commons.wikimedia.org/w/index.php?curid=70124328