Estrategias didacticas

DIDACTIC STRATEGIES
The area studies approach still has its influence on German curricula of English. It offers thematic focuses on the target culture, varying from the teaching of geographical, historical, and institutional facts to providing information on everyday culture, e.g. the educational system. Elements of history, geography, and social institutions are converted to contexts forlanguage learning. This means culture-related topics are selected according to their value for teaching language and linguistic patterns. A detailed fact-oriented canon based on the area studies approach was not able to ach
ieve acceptance—at least not as far as the so-called SekundarstufeI(grade 5-10) is concerned. Due to the primacy of language-centred assignments, the requirements demanded by thecurricula are limited to exemplary presentation of some aspects of the target culture, the selection of which accounts for the needs of those learners who might actually visit the target culture. A mixture of factual and problem-oriented information about history, geography, social science (see Schröder, 1987) marks the contents of the area studies approach. Schemata or sufficiency are sought. Aneducation focussing on the examination of social phenomena, problems, and developments by analysing narrative and expository texts, is applied to other subjects within the canon. The underlying structure of the area studies approach is geared to linguistic objectives. This leads to impressionistically structured information which includes the explanation of structures of some social institutions andother cultural phenomena. Two content-based issues are of great importance to small-c-culture curricula: survival situations on the one hand, and detailed knowledge about cultural segments on the other. The first demand that the learner be linguistically active and practice language functions such as asking for directions. The latter deals with information that is significant to visitors of thetarget culture (see Gehring, 1996). Comparable to the didactic concept of a tourist and travel guide, the learner is confronted with and learns about specific historically important buildings in certain regions. Their historical and generally cultural importance is revealed with the help of background information, which demonstrates the attempt to illustrate the inseparability of a culture’spresent and past. The integration of isolated knowledge into a somewhat greater context is out of the question because of the linguistic focus of the course. Concerning contents and goals, the curricula for Haupt- und Realschule (B and C-level) and Gymnasium (A-level) differ considerably. These differences can be found in the variety of information and the intended intensity of its adaptation. In nocase whatsoever is the structure of information and the substance comparable to other subjects like history and geography. This is due to the standards of the small-c-culture curricula that omit historical and political contents for some school forms.
The act defines the performance didactic teacher to facilitate learning of students. Its nature is essentially communicative.
Imprtante What is therelationship established with the student knowledge, the teacher is helping to make this relationship is pleasant and fruitful .
Teaching activities undertaken by teachers are inevitably linked to learning processes, following his instructions, carried out by students. The goal of teachers and students is always the achievement of certain learning and the key to success is that students are ableand willing to perform cognitive operations suitable for it, interacting appropriately with the educational resources available to them.
In this context the use of teaching aids, which provide information and facilitators of learning interactions with students, it usually comes prescribed and guided by teachers, both classroom learning environments and in virtual teaching environments.
The...