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- Bilingualer Unterricht (1)
- Content and Language Integrated Learning (1)
- Content and Language Integrated Learning (CLIL) (1)
- Lehrerbildung (1)
- Lehrerkompetenzen (1)
- Referenzrahmen (1)
- contemporary detective fiction (1)
- disabled detective (1)
- disabled masculinity (1)
- masculine disability (1)
- masculine identity (1)
- teacher training (1)
Institut
- Institut für Anglistik und Amerikanistik (2) (entfernen)
Content and Language Integrated Learning (CLIL) has experienced growing importance in the last decades and an increasing number of schools have already implemented CLIL programmes or are planning to do so. Though the potentials of CLIL programmes are widely praised, first research results also raise doubts if CLIL students can live up to these high expectations. Both Fehling (2005) as well as Rumlich (2013; 2016), for example, found that CLIL programmes not inevitably show the expected results but that the CLIL students’ success might also be at least partially explained by other influences, such as the selection process of future CLIL students. Hence, CLIL students apparently fall short of the high expectations that are usually connected to the respective CLIL programmes and as this is mainly based on the unsatisfactory quality of these programmes, Rumlich concludes that “it is now high time to focus on the quality of CLIL provision” (Rumlich 2016: 452). He continues to explain that “the promises of CLIL do not materialise automatically owing to the fact that another language is used for learning in a non-language subject” (Rumlich 2016: 452). It must be assumed that the success of CLIL teaching also highly depends on the quality of the CLIL teachers.
In contrast to the continuously growing number of CLIL schools, however, the number of specifically trained CLIL teachers is comparably small. In Germany, CLIL teachers are not (yet) required to attend any special training in order to teach in a CLIL programme. Notwithstanding, is it sufficient for a CLIL teacher only to be trained in the content subject and the foreign language? Or does CLIL teaching require more than the sum of these two components? Do CLIL teachers need additional teaching competences to the ones of a content and a language teacher? In the light of the recent findings of CLIL programmes falling short of the high expectations, the answer to these questions must clearly be “Yes”. Hence, in order to appropriately train (future) CLIL teachers, special training programmes need to be developed which consider the teachers’ individual educational backgrounds, i.e. their qualifications as language and/or as content teachers and build up on these competences through adding the CLIL-specific teaching competences.
Therefore, this thesis aims at developing a German Framework for CLIL Teacher Education, which considers both the already published, theory-based standards of CLIL teacher education as well as the practical perspective of experienced CLIL teachers in Germany. This German Framework for CLIL Teacher Education classifies the different teaching competences, which are derived from integrating the theoretical and the practical perspective on CLIL teacher education, with regard to the three different competence areas, i.e. the general teaching competence, the language teaching competence and the subject teaching competence and is hence adaptable to different CLIL settings and educational backgrounds. In addition to developing this German Framework for CLIL Teacher Education, which provides the content of future CLIL teacher education programmes, this thesis discusses different forms of structurally implementing CLIL teacher education programmes in the existing structures of teacher education in Germany. This is achieved through analysing the current state of the art of CLIL teacher education at German universities and systematising the different forms of implementing these training programmes in the prevailing educational structures. Building on these first two steps, in the third and final step, this thesis develops a CLIL teacher education programme at a German university that is based on the results and elements of the German Framework for CLIL Teacher Education as well as the state of the art of CLIL teacher education in Germany. Thus, this thesis is allocated at the intersection between foreign language teaching as well as teacher education and is structured in eleven chapters.
Focusing on the triangulation of detective fiction, masculinity studies and disability studies, "Investigating the Disabled Detective – Disabled Masculinity and Masculine Disability in Contemporary Detective Fiction" shows that disability challenges common ideals of (hegemonic) masculinity as represented in detective fiction. After a theoretical introduction to the relevant focal points of the three research fields, the dissertation demonstrates that even the archetypal detectives Dupin and Holmes undermine certain nineteenth-century masculine ideals with their peculiarities. Shifting to contemporary detective fiction and adopting a literary disability studies perspective, the dissertation investigates how male detectives with a form of neurodiversity or a physical impairment negotiate their masculine identity in light of their disability in private and professional contexts. It argues that the occupation as a detective supports the disabled investigator to achieve ‘masculine disability’. Inversing the term ‘disabled masculinity’, predominantly used in research, ‘masculine disability’ introduces a decisively gendered reading of neurodiversity and (acquired) physical impairment in contemporary detective fiction. The term implies that the disabled detective (re)negotiates his masculine identity by implementing the disability in his professional investigations and accepting it as an important, yet not defining, characteristic of his (gender) identity. By applying this approach to five novels from contemporary British and American detective fiction, the dissertation demonstrates that masculinity and disability do not negate each other, as commonly assumed. Instead, it emphasises that disability allows the detective, as much as the reader, to rethink masculinity.