1. traditionals approaches and methodes
1.1. learning by heart
1.1.1. grammar translation
1.1.2. focus on reading and writing
1.1.3. word lists
1.1.4. focus on accurancy
1.2. habit forming
1.2.1. Behaviourism
1.2.1.1. language as a habit
1.2.2. audiolingual method
1.2.2.1. learning grammar
1.2.2.2. army method
1.2.3. PresentationProductionPractice
1.2.3.1. accurancy and fluency in communiaction
1.2.3.2. practice in a controlled way
1.2.3.3. visuals are often used
1.2.3.4. monolinugal teaching
1.3. Task based learning
2. underlying learning theories
2.1. innatism (Chomsky)
2.1.1. childrens are born with the ability to learn a language
2.1.1.1. Universal Grammar
2.2. critical period hypothesis (Lenneberg)
2.2.1. limited amount of time to learn a new language (7 years)
2.2.1.1. brains of kids are softer
2.2.2. is partly disproved
2.3. Constructivism (Piaget)
2.3.1. little scientists --> active explaration
2.3.2. assimilation and accomodation
2.4. Social Constructivism (Vygotsky)
2.4.1. learning in social interaction
2.4.2. more knowledgeable people are needed
2.4.3. Zone of Proximal Development (ZPD)
2.5. Social Cognitivism (Bruner)
2.5.1. learner constructs their knowledge in stage but "Scaffolding" is necessary to support the process
2.6. Input Hypothesis (Krashen)
2.6.1. 1. Input hypothesis
2.6.2. 2. Acquisition
2.6.3. 3. Monitor hypothesis
2.6.4. 4. Natural order hypothesis
2.6.5. 5. Affective filter hypothesis
3. Unconventional methodes
3.1. Humanistic methodes
3.1.1. Learn without fear
3.1.2. Teacher becomes a background figure
3.1.3. four skills
3.1.3.1. 1. The Silent Way
3.1.3.1.1. the teacher remains silent and helps with moves
3.1.3.2. 2. Suggestopedia
3.1.3.2.1. relaxing music is playing and students must listen to a reader higher concentration
3.1.3.3. 3. Total Physical Response
3.1.3.3.1. give advice and the kids must do the activities
3.1.3.4. 4. Community Language Learning
3.2. Multiple Intelligences (Gardner)
3.2.1. IQ perceived as too limiting
3.2.2. See the different intelligences/interesses --> everyone is individual and learns different
3.2.2.1. CEFR
3.2.2.1.1. to promote Plurilingualism, linguistic diversity and transparency in language learning in education
3.2.2.1.2. is skill based
3.2.2.1.3. in "can do" form
3.2.2.1.4. is language neutral
3.3. Communicative Approach/Communicative Language Teaching
3.3.1. Objective: to enhance learner’s communicative competence in verbal and nonverbal interactions
3.3.2. Skills: all the skills are interrelated. Fluency is valued over accuracy.
3.4. Learning by doing
3.4.1. Task-based learning
3.4.1.1. Meaning is primary
3.4.2. content based approaches (=CLIL)
3.4.2.1. learn subject content through English (e.g. sport, music etc.)
4. LP 21
4.1. shared curriculum
4.1.1. definition
4.1.1.1. Goals and methods of teaching are the same with small differences in different languages
4.1.2. upsides
4.1.2.1. synergies
4.1.2.1.1. through the same ways of teaching, children will spot connections easier and therefore have less trouble learning as they are used to certain things from another language subject
4.1.2.2. Linguistic & cultural diversity
4.1.2.2.1. The understanding and accepting of different languages and accents in the classroom
4.1.2.3. functional plurilingualism
4.1.2.3.1. the aim of language teaching is not perfect bilingualism, but training for functional multilingualism
4.1.2.4. aesthetic effect
4.1.2.4.1. actions where Students must use the language creatively are helping to develop language skills and creating one's own language
4.1.2.4.2. learn about the power of languages (rhythm, poems, emotions)
4.2. mediation
4.2.1. enabling communication between individuals who are inable to communicate
4.2.2. the learner is acting as a social agent. learners are expactet to translate easy texts to german
4.3. 6 competences areas
4.3.1. connection to the LP21 can be seen, because of the different levels are shown with the 6 competences areas
4.4. strategies
4.4.1. teacher should have strategies in teaching a language
4.4.2. are learned in differents languages and can be transferred
4.5. action-oriented approach
4.5.1. based on Constructivist Theory and conceptualised by the CEFR --> learn from real life situations
4.6. language awareness
4.6.1. we use language appropriate to the students' level
4.6.2. learners are aware of the diversity of languages around them
4.7. Task based learning
4.7.1. connection to the real world
4.7.1.1. Task
4.7.1.2. Planning
4.7.1.3. Reporting
4.8. content based approaches (=CLIL)
4.8.1. learn subject content through English (e.g. sport, music etc.)