Teaching history in French in Germany
Posted by admin on 25/02/2009
We interviewed five teachers of history - Corine Breton Schaaf, Christof Miszori Klaus Pfiffer, Valerie Schnaithmann Zwink and Christian - in their discipline. Here is a summary of their responses.
Dual Field
Most history teachers also teach French in schools in Germany bilingual. Thus, Christof Miszori taught French, history and civics (his colleague, a French teaches only history and geography). Corine Breton Schaaf, who is also native speaker of French, teaches in the history of French language, from the 7th to the 10th class, economics and social sciences in the first half of the 11th class, and again the history and geography at last, in 12th and 13th grades. It also provides additional two hours during the 5th and 6th classes. But does it clarify, "it varies from one institution to another."
"Having the same group in French and history, great! "
The fact teach the two subjects may be a way to strengthen his linguistic competence "to teach French leads me even more. Having the same group in French and History (in French and German), is perfect! This dual expertise allows "change of perspective, the relative certainties of national history, unfortunately still widespread." according to Christian Zwink.
"For the past ten years, says Klaus Pfiffer, the new history teachers in bilingual sections have additional training in addition to normal training in German. "
Evaluation
The risk is not to evaluate the language level of students rather than their knowledge of history? "No," answered the teachers we interviewed. "These are the historical knowledge which are assessed, and says Corine Breton Schaaf. The linguistic errors are only corrected. For Christof Miszori "language is a tool that students use. They have more history lessons in German to catch up. "Christian Zwink said he is applying a" rule ": to assess only the historical knowledge. "For students who try to always speak in French, there is an unofficial system of positive rewards, but for others, there is no penalty. "
According to Valerie Schnaithmann, students "can always use their mother tongue. History lessons in French are just an "extra strength": college students also have courses in German history "and therefore depend on their grades in both courses. The pupils, "they have only history lessons in French, but generally speaking the language well enough." Valerie Schnaithmann says it "does not note the language but the content. Only problem: "the written examination, if I do not really understand ... But this does not happen often. "
The alternation of languages
"We speak in French as much as possible," says Klaus Pfiffer. The use of French increased gradually, until at the high school level students are almost always able to speak French. At the college, students often still speak German. "In the first three years of bilingual courses, Christof Miszori adds, there are many phases of German classes, but from the tenth grade, the courses take place only in French. "
Christian Zwink makes the same observation: "As and when the French is gradually used in courses. At the beginning it is a bilingual course itself later (second, first, terminal), the course is, with few exceptions, only in French. "
In history classes, Valérie Schnaithmann uses two languages: "It depends on age. With the students of 6th, I spoke a little German, with the students rather French, but I translate technical terms in German, because they are bilingual classes. "Schaaf Corine Breton tries as possible to speak French but from the 7th to the 9th, is often" passing German. " To avoid having to translate systematically, it uses graphic. His students gradually appropriated historical vocabulary.
How is the transition from one language to another? Christian Zwink think it is desirable to "cut", for example when moving to the discussion. Sometimes "it is difficult to manage," he says. When there are problems of understanding, it is customary for the economics of education, to explain in German. The work on the texts and documents are normally in German, the language debates often, especially when students wish to contribute but can not find ways to express themselves. To avoid this frustration due to the gap between knowledge and mastery of foreign language, the language is used.
Valérie Schnaithmann, switching from one language to another is simply: "Once I realized they no longer understand or when the students themselves have really wanted to speak their native language (difficult discussions, etc..), they can use. My students are generally motivated enough to speak in French. I did not force them, just from time to time to motivate them, but normally it is not necessary. "
It finally seems that there is no formal guidelines in Germany on this question of language alternation, only "recommendations", says Christian Zwink.
Another historical perspective
For Christian Zwink, if the beginnings are difficult, little by little, the students come to question some overly simplistic visions of history, they learn to relativize to change their judgments. "Working with French textbooks exchange perspective, says Valerie Schnaithmann," the comparison of French and German history is rewarding. Corine Breton Schaaf also stops on French textbooks are often "illustrated, more attractive to students." This promotes "openness". This change of perspectives is an asset to the learning of history, for all the teachers we interviewed. In a way, making history is "better known neighbor," says Christof Miszori.
Documents
"There is almost no documentation didactisation, Christof Miszori regrets. "There is very little for bilingual education," added Christian Zwink which states however that "it is less problematic for students than for college students. "Didactisation or not, the key is based on documents, suggests Corine Breton Schaaf. His advice: work on the letters of Pollux.
'To deal with German history, it is not always easy to find videos in French. "
Klaus Pfiffer digs into the history books in French (tables, graphs, extracts, etc..). He also sometimes uses the German manual for the level of student ability. "It depends on the subject," he says. "I also use videos in both languages, but to deal with German history, it is not always easy to find videos in French. "The cartoons are also a good support for Valerie Schnaithmann and Christof Miszori.
Finally, students of Christian Zwink, worked on the speech of Victor Hugo, delivered May 18, 1879 at a banquet commemorating the abolition of slavery (see box). According to Christian Zwink, they were particularly surprised "to see a humanist in this adept of French imperialism of the time."
The history textbook Franco-German
"Extraordinary, extremely well done and successful," says Christof Miszori. "We work with two copies (first and final) in the 12th and 13th grades. Students appreciated. "
For Corine Breton Schaaf, this guide is "just perfect" "I used to date the end of the preparation of my classes and in February, my students will use the first. It is a very positive initiative, the sources are very useful. I especially like the comparison tables between the two countries. "
"It is well done and very helpful," added Christian Zwink, who nevertheless wishes to clarify that certain chapters are not "adequately documented". It is therefore an "educational resource among others. "I use both and it works well, for its part Schnaithmann Valerie. Although, she adds, "the written documents are much too short, my pupils immediately find key information, so it's too easy and a book of professor is clearly lacking.
Klaus Pfiffer also used regularly, especially the "blue volume" (recently published). The red volume (after 1945) should be improved, according to him (the sources should be more varied and detailed). "But it's a good policy, does he want to clarify, for the work of individual students. "
(Interview conducted by email between 18/01/09 and 02/06/2009)
Translated from:
http://lefildubilingue.org/fr/content/enseigner-l-histoire-en-fran-ais-en-allemagne