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Lateinamerika im
Bilingualen Sachfachunterricht Erdkunde
Mark Stoltenberg Fachtag der Fachberater Geographie
Leibniz Universität Hannover
06. März 2019
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Übersicht
• Sprachliche Aspekte des bilingualen
Sachfachunterrichtes
• Einführungsphase: • Favela-Syndrom / Rio de Janeiro
• Sekundarstufe I: • Tropical Rain Forest (TRF)
• Under the canopy / layers of the TRF
• Working with key terms: slash and burn farming, shifting cultivation, nutrient
cycles, deforestation
• Synoptische Raumanalyse: 4-Blicke auf …
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Sprachliche Aspekte im bilingualen Sachfachunterricht
• Formale Vorgaben u.a. durch KCI und KCII – und dann?
• Bilinguale Planungsaspekte:
• Verfügbarkeit geeigneten Materials in englischer Sprache (trotz vielfältiger Internetquellen )
• möglichst authentisches Material
• sprachliche Vereinfachung / Hilfestellung nötig?!
• fachlich und sprachlich angemessene Aufbereitung deutschsprachigen Materials (z.B.
Kartenlegenden, Statistiken,… )
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Lerner
Input
(Lehrmittel)
Black Box
(Durchfluss)
Output
(Text) Verstehens-
probleme
Schreib-/Sprech-
probleme
Sprach-
unterstützung
Sprach-
unterstützung
Output
Scaffolding
Input
Scaffolding
Input – Output oder: der Lerner als Black Box
Entwurf: D. Haupt
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Guter (bilingualer) Unterricht ist in hohem Maße
kommunikativ.
Die Kommunikation im Fachunterricht ist ein gemeinsamer
Prozess des Aushandelns von Bedeutungen.
Es werden ja keine Inhalte in den Kopf des Schülers
transportiert, sondern er selbst muss den Inhalten
Bedeutung geben.
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Sek I: mögliche curriculare Positionen
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Sek II: mögliche curriculare Positionen
hier: z.B. das Favela-Syndrom
Abitur 2020
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Einführungsphase Jg.11
Auftreten des
Favela-
Syndroms,
Diercke
Modellregister
2016, S. 13
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Einführungsphase: Favela Syndrom
Diercke Modellregister, Westermann 2016,
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Rio de Janeiro – working with maps
• Diercke Weltatlas 2015, S. 236
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Kartenlegenden / phrases
Land use
Residential areas
Upper classes and upper middle classes
Middle classes
Lower classes
Guarded residential complex (condominio fechado)
Favela (marginal, squatter settlement)
Pacified favela (occupied by security forces)
further land use
Olympic cempetition venue
business district
Industrial estates, commercial zone
University
Park, green space
Airport and landing strip
cultivated / wasteland
forest
swamp
transportation / traffic
downtown train
railway station
underground railway
Underground railway (under construction)
Ropeway
Cog railway
Motorway, dual carriageway
Motorway, dual carriageway under construction
Main road
Minor road
Tunnel
Express bus-stop
Airport
Air field
Ferry
boundaries
national park boundary
City limits
elevation
altitude in m above seal level
Helpful words and phrases:
- to describe location / distribution:
The city of … is located on the …..coast.
It is situated on either side of ….. Bay.
Rio lies slightly north of the Tropic of ….. (23.5°N) and at
approximately 43°15‘‘ West.
Most residential areas of the upper/lower classes are
concentrated near / at ..
Favelas in Rio are concentrated / evenly distributed ….
- to describe connections and relations:
…. lies east / west of / .. / on the opposite side of …
…….. can only be found at / near / close / in the proximity of /
Rio and Niteroi are connected by the …
- to compare:
The size of residential areas for …… / is larger / smaller /
….. outnumber the amount of …..
Translation of
key
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Rocinha – the largest favela in Rio de Janeiro
Source: https://commons.wikimedia.org/wiki/File:1_rocinha_aerial_pano_2014.jpg
Describing its location and visible
features.
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• Tasks:
• Describe the pictures.
• Identify four main problems of favelas.
Film: Looking into Rocinha - previewing
https://www.youtube.com/watch?v=c3BRTlHFpBU
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Looking into Rocinha – while viewing 1
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Looking into Rocinha – while viewing 2
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Looking into Rocinha and other favelas • https://www.youtube.
com/watch?v=c3BR
TlHFpBU
https://www.youtube.com/watch?v=c3BRTlHFpBU
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Film 2: What is a favela?
• https://www.youtube.com/watch?time_continue=298&v=Evd6ryt3YgA
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Features of Favelas (mögliches Tafelbild / Sicherung)
• the only affordable housing option for many people in large cities in Latin America
• historically unregulated by the government
• residents invest heavily in their homes
• area with urbanistic qualities, e.g. low-cost housing, tight knit community etc.
• often located adjacent to high quality housing areas, gated communiteis
• (additions to the film):
• built on steep terrain > prone to flooding and landslides
• urban areas with high crime rates (drug trafficking, gun violence)
• some are pacified
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Nova Ipanema in Google Earth Pro
Nova Ipanema / Haack Atlas , S. 220 / Google Earth
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•Weischet, W.: Die ökologische Benachteiligung
der Tropen. Stuttgart 1980, S. 50; translated
•Burdack, H.: The tropical rain forest – a
miracle on poor soils? PG 5/2009, p.14
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Lateinamerika in Sek. I:
Tropical Rainforest – one topic amongst others
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Sek. I: Tropical Rainforest – under the canopy
• https://www.youtube.com/watch?v=5JvJCvdqvYs&t=184s
360° video,
view with Virtual Reality headset
narrator speaks very slowly!
easy language
11min 03 sec
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Deforestation in Rondonia
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Input scaffolding / Helpful words and phrases
pristine forest – primärer (unberührter) Regenwald
secondary forest - Sekundärwald
nutrient particle – Nährstoffpartikel
leaching – Auswaschung durch abwärtsgerichetete Wasserbewegung
litter – oberste Boden-Streuschicht
soil erosion – Bodenerosion / Bodenabtrag
bedrock – anstehendes Gestein, Felsuntergrund
slash and burn – Brandrodung
cattle pasture – Viehweidewirtschaft
clearing – Lichtung
to rear cattle
to cut down / to log / to deforest / to clear a forest area
Output scaffolding (examples only)
If we compare the proportion of nutrient particles in …. with ….. we can conclude / come to the conclusion that it is
highest / lowest ….
The nutrient circulation mainly takes place in / near / close to / within ….
Leaching is strong / weak / lowest at …….
Quelle: Diercke International Atlas, Westermann 2010, S. 150
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word bank
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word bank
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Synoptische Raumanalyse auf Peru – 4-Blicke, Jg. 9/10
• Mehr als problemorientierte Raumanalyse
• objekt – sowie subjektorientierte Betrachtungsweise >
• vertieftes differenziertes Raumverständnis
• vernetztes Denken
• kompetenzorientierte Ausrichtung von Aufgaben (Kommunikation, Beurteilung
/ Bewertung)
• AFB III
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Synoptische Raumanalyse
• mögliche Leitfragen /
leitende Arbeitsaufträge:
• Discuss whether Peru
really is the richest
country in the world.
• Explain why Peru claims
to be the richest country
in the world.
https://www.peru.travel/en-us/
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Synoptische Raumanalyse - 4 Blicke auf Peru
Peru,
the „richest
country in the
world“?
Realraum
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Step 1: Auswahl möglicher Materialien
• Peru's product exports (shares):
https://www.economist.com/the-americas/2016/02/06/from-conflict-to-co-operation
Peru´s altitude zones https://commons.wikimedia.org/wiki/File:Hoehenstufen_der_anden.en.PNG
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Sources:
• www.indexmundi.com
• FWA2019 dig
• http://happyplanetindex.org
• www.tradingeconomics.com
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http://tikaecological.com/why-peru/
https://www.perutelegraph.com/new
s/peruvian-economy/poverty-rate-
in-peru-increased-in-2017
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Beziehungsraum
https://www.economist.com/the-
americas/2016/02/06/from-
conflict-to-co-operation
http://tikaecological.com/why-peru/
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Rich and poor in Lima divided by 'wall of shame https://www.dw.com/en/peru-rich-and-poor-in-lima-divided-by-wall-of-shame/a-38780025
Wahrgenommener Raum
“For more than half the year Lima has a peculiar climate. It is never cold enough
to have a fire, but usually cold enough to make you wish for one. It never rains,
but is never dry; that is to say, it is not wet enough to make one hold up an
umbrella, yet wet enough to soak one’s clothes.”
— James Bryce, South America: Observations and Impressions, 1912
http://www.newperuvian.com/quotes-about-peru/
https://www.worldwildlife.org/magazine/issues/fall-2015/articles/deforestation-in-peru
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https://www.twowanderingsoles.com/blog/cusco-peru
https://www.amnesty.ca/blog/help-indigenous-communities-confront-
toxic-water-crisis-peru
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https://content.eia-
global.org/assets/2012/04/The_Laundering_Machin
e_ENG.pdf
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https://www.peru.travel/en-us/
Gemachter Raum
https://www.youtube.com/watch?v=BY3_7pRHfs0&t=53s
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Bringing together the results of the spatial analysis
Synopsis: AFB III
Discuss whether Peru really is the richest
country in the world.
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Discuss / Erörtern Pros
• rich cultural heritage
• abundance of natural assets / sights /
landscapes / climatic regions :
• e.g. tropical rain forest and diverse
habitats > tourist attractions from
TRF to desert, from ocean beaches
to snow-covered peaks
• large variety of ressources
(mining)
• relatively „happy people“ according to
HPI (rank 21)
Cons
• high proportion of people in poverty,
especially in rural areas
• serious inequalities within the
country
• high proportion of people working in
primary sectory (low productivity)
• Peru is heavily dependent on mining
• serious urban development issues:
sharp social divisions
„zu einer vorgegebenen Problemstellung eine
reflektierte, abwägende Auseinandersetzung
führen und zu einem begründeten Sach-
und/oder Werturteil kommen“. (KC I, S. 31)
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Meta-Reflexion
Materialien und Vorgehen reflektieren
http://acloserlookatclil.blogspot.com/2013/06/scaffolding.html
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Quellen:
• Kerncurricula Erdkunde
• Global Analysis and Distribution of Unbalanced Urbanization Processes: The
FAVELA Syndrome Jürgen Kropp*, Matthias K.B. Lüdeke and Fritz Reusswig,
in: GAIA 10 (2001), no. 2 : http://www.pik-
potsdam.de/~luedeke/lit/GAIA_01.pdf
• Diercke Modellregister, Westermann 2016
• Diercke Weltatlas 2015 (digital)
• http://www.grida.no/resources/8094
• Burdack, H.: The tropical rain forest – a miracle on poor soils?,PG 5/2009,p.14
• https://commons.wikimedia.org/w/index.php?curid=70124328