Table Of ContentEx
LIBRIS
UNIVERSITATIS
ALBERTENSIS
Resource Development Draft
GERMAN LANGUAGE
AND CULTURE
Grade 7 to Grade 9
Program
of Studies
October 2001
ydlberra
LEARNING
Digitized by the Internet Archive
in 2012 with funding from
University of Alberta Libraries
http://archive.org/details/germlangcultg7to901albe
UNIVERSITY LIBRARY
1
Rationale
Rationale for Learning German
Studying the German language opens the door to understanding and participating in an
influential world culture with close relationships to both the English language and our
contemporary way of life.
Communication with people living in much of northern and central Europe is possible for
those who know the German language. Approximately 120 million people speak German:
it is the official language ofAustria and Germany, and it is one several official languages
in Liechtenstein, Luxemburg and Switzerland. In Belgium and Denmark, German is a
language with special status. The fact that UNESCO recognizes German as one of its
official languages underscores the international importance of German.
German can be an important key to communication in many parts ofthe world beyond the
German-speaking nations as well. In Eastern Europe, for example, the use of German as
a major language ofbusiness has been increasing in recent years. For citizens of Canada,
German was the third main mother tongue in 1991 after English and French. In Alberta,
,
about 73,000 people reported German as their mother tongue in that same year.
Learning German as another language is to embark on a profound experience of cross-
cultural exploration. Contributions from German culture have shaped such areas as
science, technology, music, religion, politics - to name but a few. Over the centuries,
German has had profound impact, in both positive and negative ways, far beyond the
borders ofnations where the language is spoken. Students are able to better understand
their own life, culture and language when they have the opportunity to experience the
culture and language ofpeople from the German-speaking nations.
For those students who already have some knowledge ofGerman or a family connection to
the culture, there is the opportunity to renew contact with their ancestral language and
culture, or to maintain and develop literacy in a first language that is not the majority
language in the community.
The value, for Canadian society as a whole, of learning German can be summarized as
follows:
• Increased awareness ofand sensitivity to cultural and linguistic diversity;
• Enhanced role in the international community;
• Improved potential in the Canadian and the global marketplace and workplace.
There are also many personal reasons for learning German, or for enrolling one's children
in a German course at school or in a community program. Students who have no previous
knowledge ofthe language can look forward to:
German Language and Culture (7-8-9) Introduction/
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• More opportunity to communicate directly with German-speaking people, and gain
a deeper insight into their own culture and language;
• Broader range ofeducational, career and leisure opportunities.
• Opportunity to meet the entrance requirements of many faculties in the Arts,
Sciences, and professional programs at most universities in Alberta and across
Canada.
Students receive additional, indirect benefits from learning German as an additional
language:
• Development of increased competence in their use of English, or in other languages
they may know;
• Enhanced cognitive functioning, particularly increased ability to conceptualize, to
think abstractly, more cognitive flexibility, greater divergent thinking, creativity
and metalinguistic competence.
Assumptions
The following are statements ofassumptions which have guided the process of
development ofthe German Language and Culture Grade 7to Grade 9Program ofStudies:
• Language is communication;
• Language is culture;
• All students can be successful learners of language and culture, although they will
learn in a variety ofways and acquire proficiency at varied rates;
• All languages can be taught and learned;
• Learning German as another language leads to enhanced learning in both the
student's primary language and in related areas ofcognitive development and
knowledge acquisition. This is true ofstudents who come to the class with no
knowledge of German, who are learning it as a second or additional language. It is
also true for those who have some knowledge ofGerman and develop literacy skills
in that language.
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The Conceptual Model
The aim ofthis Program ofStudiesis the development ofcommunicative competence* in
the German language.
Four Components
For the purposes ofthis Program ofStudies, communicative competence is represented by
four interrelated and interdependent components:
Applications deal with what the students will be able to do with the language, the
functions they will be able to perform and the contexts in which they will be able to
operate.
Linguistic Competence addresses the students' knowledge ofthe language and their
ability to use that knowledge to understand and produce meaningful texts* appropriate to
the situation in which they are used.
Global Citizenship aims to develop intercultural competence with a particular focus on
cultures associated with German.
Strategies help students learn and communicate more effectively and more efficiently.
Each ofthese components is described more fully at the beginning ofthe corresponding
section ofthe Program ofStudiesitself.
A
Spiral Progression
Language learning is integrative, not Linguistic
merely cumulative. Each new element Competence Strategies Global
that is added must be integrated into the Applications Citizenship
whole ofwhat has gone before. The Grade 12
model that best represents the students'
language learning progress is an
expanding spiral. Their progression is
not only vertical (e.g. increased
proficiency), but also horizontal (e.g. Grade 11
broader range ofapplications, experience
with more vocabulary, text forms1
,
contexts and so on). The spiral also
represents how language learning
activities are best structured. Particular
Grade 10
areas ofexperience, learning strategies
or language functions, for example, are
For a sample listoftext forms, see back ofdocument.
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revisited at different points in the program, but from a different perspective, in broader
contexts or at a slightly higher level ofproficiency each time. Learning is extended,
reinforced and broadened each time a point is revisited.
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Applications Linguistic Competence
Students will use German in a variety of Students will understand and produce
situations and for a variety ofpurposes. German effectively and competently in
• to receive and impart information spoken and written forms.
• to express emotions and personal • to understand oral and written texts
perspectives • to produce oral and written texts
• to get things done • to attend to form
• to form, maintain and change • to apply knowledge ofthe sociocultural
interpersonal relationships context
• to extend their knowledge ofthe world • to apply knowledge of how discourse is
• for imaginative purposes and personal organized, structured and sequenced
enjoyment
Global Citizenship Strategies
Students will acquire the knowledge, Students will know and use strategies to
attitudes and skills to be effective global maximize the effectiveness of learning
citizens through exploration ofGerman- and communication.
speaking cultures. • language learning
• historical and contemporary elements of • language use
the cultures of German-speaking peoples • general learning
• affirming and valuing diversity
• personal and career opportunities
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Organization of the Program ofStudies for German
Language and Culture Grade 7 to Grade 9
General Learning Outcomes
General learning outcomes are broad statements identifying the knowledge, skills and
attitudes that students are expected to achieve in the course oftheir language learning
experience. The four general learning outcomes serve as the foundation for the German
Language and CultureProgram ofStudies Grade 7to Grade 9and are based on the
conceptual model outlined above.
• Students will use German in a variety of situations and for a variety of purposes.
• Students will understand and produce German effectively and competently in
spoken and written forms.
• Students will know and use strategies to maximize effectiveness oflearning and
communication.
• Students will acquire the knowledge, attitudes and skills to be effective global
citizens through exploration of German-speaking cultures.
The order in which the general learning outcomes are presented in the Program ofStudies
does not represent a sequential order, nor does it indicate the relative importance ofeach
component. Ajurisdiction may choose to emphasize or expand one component more than
others in response to the needs and interests of its clientele.
Specific Learning Outcomes
Each general learning outcome is further broken down into specific learning outcomes that
students are to achieve by the end ofeach grade. The specific learning outcomes are
interrelated and interdependent. In most classroom activities, a number of learning
outcomes will be dealt with in an integrated manner.
The specific learning outcomes are categorized under cluster headings which show the
scope ofeach ofthe four general learning outcomes. These headings are shown as bullets
in the table on the following page.
The specific learning outcomes are further categorized by strands which show the
developmental flow of learning from the beginning to the end ofthe program. However, a
learning outcome for a particular grade will not be dealt with only in that particular year
ofthe program. The spiral progression that is part ofthe conceptual model means that
activities in the years preceding will prepare the ground for the acquisition and in the
years following will broaden its applications.
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