Sprachenpolitik und ihre Umsetzung am Beispiel des Mobilitätsprogramms Erasmus Mundus
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Elisabeth Wippel ist Doktorandin in italienischer Sprachwissenschaft zur Kodifizierung des Sardischen an der Universität Wien. Seit 2009 ist sie Lektorin für Deutsch als Fremdsprache im Sprachenzentrum der Universität Neapel « Federico II ».
Abstract
The promotion of multilingualism is a very important aspect in the language policies of the European Union. Therefore several study programmes have been devised, with the aim of promoting the mobility of EU citizens. An example of this is the Erasmus Mundus project, a programme for cooperation and mobility in higher education with the principal objectives of promoting intercultural understanding. The Master of Cultural Landscapes (MACLANDS) is one of several study courses within the Erasmus Mundus project. Course participants spend approximately 24 months at three different universities in France, Italy and Germany, and consequently need to learn French, Italian and German. This article considers theoretical and practical issues arising from this, and is based on my personal experience teaching a German-as-a-foreign-language course to a group of students about to embark on a study period in Germany, as participants in the MACLANDS programme. The learning objectives were adapted as far as possible to the learners' needs, and a communicative language teaching methodology was adopted. The classroom activities we carried out focused mainly on speaking and listening skills reflecting the participants' perceived needs. In this way, we were able to create a stimulating atmosphere for comparison and reflection in sociolinguistic, morphosyntactic, lexical and cultural terms, through a constant process of interaction between the teacher and students.
About the author
Elisabeth Wippel ist Doktorandin in italienischer Sprachwissenschaft zur Kodifizierung des Sardischen an der Universität Wien. Seit 2009 ist sie Lektorin für Deutsch als Fremdsprache im Sprachenzentrum der Universität Neapel « Federico II ».
©[2013] by Walter de Gruyter Berlin Boston
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Articles in the same Issue
- Masthead
- Anwendungsorientierte Forschung in und für Fremdsprachenzentren: Eine neue (?) Herausforderung
- Analyzing student teachers' academic literacy needs: A qualitative analysis of Flemish first-year teacher trainees' needs
- “As you sow so shall you reap” – but what to sow? The Common European Framework of Reference for Languages (CEFR) applied to a Flemish business context
- Designing tailor-made academic paths for university language students
- Developing communicative competence in university language programmes
- Advanced learners of German as a foreign language in an academic context: Some didactic implications of their needs and motivations
- Learning in a language centre: A new kind of “do-it-yourself”?
- The impact of language policy issues on program development and management at the University of Zurich and ETH Zurich Language Center
- Plurilingualism, multilingualism and internationalisation in the European Higher Education Area: Challenges and perspectives at a Swiss University
- The linguistic landscape of international students in English-medium Master's programmes at the University of Helsinki: Student perceptions on the use of English and plurilingualism
- Engaging L2 undergraduates in relevant project work and interaction: A role for video conferencing
- Language education at the University of Aveiro before and after Bologna: Practices and discourses
- Sprachenpolitik und ihre Umsetzung am Beispiel des Mobilitätsprogramms Erasmus Mundus
- Preserving plurilingualism: A case study of emerging language policy in a small polytechnic institute in Portugal
