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This monograph contributes to research in content and language integrated learning (CLIL). Amidst the absence of any educational standards as well as other research deficits, Chapter II sketches a conceptual framework with a competence model for multilingual CLIL classes in the social sciences. It develops a line of argument for the promotion of global discourse competence for democratic participation within a transnational civil society. The subsequent four chapters, comprising one conceptual, one methodological and two empirical contributions, look at different aspects of the conceptual framework. Chapter III defends the developed competence model and further specifies its idea of thought in proposing the construction of multilingual 'cosmopolitan classroom glocalities' for the genesis of 21st century skills. The example of #climonomics, a multilingual EU parliamentary debate about climate change, illustrates its practical realization within school education and exemplifies the contribution to education for sustainable development (ESD) and the value of democratic and participatory learning arrangements. Chapter IV introduces design-based action research (DBAR), the method used in Chapters V & VI. DBAR is a hybrid of action and design-based research and is thereby ideally suited for bridging the gap of theory and practice in educational research. Chapter IV argues for closer cooperation between academics and practitioners, along with pragmatic stakeholder participation by involving students and teachers into research, in a quest for inductively making practical knowledge scientific. Chapter V, more language-biased, draws on the notion of translanguaging and presents the concept of 'trans-foreign-languaging' as a multilingual approach to CLIL with first language (L1) use. During six weeks DBAR, a comprehensive CLIL teaching model with judicious and principled L1 use was designed together with the study group. The model offers affordance-based and differentiated methods for different learner types. Its genesis is reconstructed by a thick description of the natural classroom dynamics. Chapter VI, rather subjectbased, asks about the influence of such bilingual language use on emotions, in particular on the formation of political judgments. It suggests different ways to measure emotions during various natural classroom settings. The chapter concludes that CLIL with L1 use has the potential to engender a perfect equilibrium of emotional and rational learning, integrating emotions into learning and valuing its positive contribution towards appropriate and multilayered political judgments. The concluding Chapter VII binds the previous chapters together and discusses the results. Criteria for the generalization of the results are assessed, and limits demarcated. It highlights the contribution to CLIL research and looks into the future, suggesting further direct classroom interventions, also with the goal to prepare the research field for larger undertakings.
Erstmals trägt dieses nationale Assessment den Forschungsstand zum Klimawandel umfassend für alle Themenbereiche und gesellschaftlichen Sektoren zusammen. Womit müssen wir in Deutschland rechnen, welche Auswirkungen werden die Klimaveränderungen auf Wirtschaft und Gesellschaft haben, und wie können wir uns wappnen? 126 Autoren aus ganz Deutschland äußern sich zu Themen wie bereits beobachtete und zukünftige Veränderungen, Wetterkatastrophen und deren Folgen, den Projektionen für die Zukunft, den Risiken sowie möglichen Anpassungsstrategien.
Die Autoren stellen in verständlicher Sprache den aktuellen Forschungsstand dar und veranschaulichen die wichtigsten Gedanken in Grafiken und Tabellen. Alle Texte wurden mehrfach wissenschaftlich begutachtet. Klimawandel in Deutschland ist die erste Gesamtschau zu dem Themenkomplex, benennt offene Fragestellungen und liefert eine Grundlage für Entscheidungen im Zusammenhang mit dem Klimawandel.
Deutschland reiht sich damit ein in die Liste von Ländern wie die Vereinigten Staaten, Österreich und Großbritannien, in denen derartige Berichte bereits vorliegen.