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Der Richter und sein Henker: A Model for the Teaching of Literature and Methodology for Teacher Educators and Teachers

1993; Wiley; Volume: 26; Issue: 2 Linguagem: Inglês

10.2307/3531595

1756-1221

Aleidine J. Moeller, Christèle Kunczinam, Christèle Kunczinam,

Linguistic research and analysis

The challenge in teacher education lies in modeling the methodologies, ideas, and strategies that are recommended teacher candidates use with in their classrooms. If future teachers are encouraged use a communicative methodology teach a second language, then this methodology should be reflected in all aspects of the teacher training process. If cooperative learning, small group, and pair work activities are being promoted, then the candidates should be taught by these techniques in their foreign language methods classroom. Not until the candidates experience these methods a (sophisticated) consumer can they begin evaluate it as a valid procedure for their own clients, their students (Wallace 19). If they realize that the technique is not effective in their own methods classroom, then most likely it will not work with their students. If a variety of methods are advocated for students, the methods instructor must use a variety of approaches with the teacher candidates. This practice what you preach approach has altered the format and organization of the foreign language methods class. No longer is the lecture model viewed as an appropriate mode develop skills and build a knowledge base in the area of teaching methods. Creativity, variety, hands-on learning strategies must be incorporated in an active and interactive way enable future teachers experience these methods first-hand. After having experienced them, opportunities for reflection about the effectiveness of these methods must be provided. Methodology today combines content with process, that is, rather than teaching the how to skills of teaching in isolation, acquire these skills while expanding upon the knowledge base in their content area. In the foreign language methods class this implies while teaching reading skills and investigating the role of reading in second language learning, must work with authentic texts from the target culture (e.g. literary texts, newspapers, documents). When developing curriculum (e.g. unit plan, lesson plan), and microteaching, authentic texts from the target country are read, analyzed, and presented in the target language. In the summer of 1992 I was the curriculum specialist for an N.E.H./StADaF German Language, Literature, and Culture Institute at Westminster College in New Wilmington, Pennsylvania, and Berlin. Twenty-five high school teachers were competitively selected from across the United States participate in this five week immersion program funded by the National Endowment for the Humanities and StADaF (Goethe House New York). German was spoken exclusively and participants were required sign a contract obliging them speak German at all times. The focus of the institute was two-fold: (1) delve into great works of German literature and rekindle the teachers intellectually while reading, discussing, and reflecting on these works (2) refresh language skills while also learning and using techniques and strategies incorporate literature into their own German classrooms from the beginning advanced level. The reader response method was effective in getting the participants personally and actively involved in the literary works. This served as a teaching model for the participants use with their own students. A teaching technique that proved especially successful during the institute was a newspaper project that involved all twenty-five participants in the institute. In an attempt internalize both in content