Difference between revisions of "Language Status Quo"
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'''Therefore: Get to know the language level of all students at the start of a course to obtain a realistic overview for your specific professional and educational goals. Use appropriate tests that include both general language competences and context specific linguistic competences, such as class room language, formal academic language, and core professional activities in your field. This is the basis for an adequate language integration in the course design.''' | '''Therefore: Get to know the language level of all students at the start of a course to obtain a realistic overview for your specific professional and educational goals. Use appropriate tests that include both general language competences and context specific linguistic competences, such as class room language, formal academic language, and core professional activities in your field. This is the basis for an adequate language integration in the course design.''' | ||
==Context== | |||
<!-- Context of the design pattern --> | |||
==Problem== | |||
<!-- Problem the design pattern solves --> | |||
==Forces== | |||
<!-- List of forces affecting the solution. Each entry is preceded by an * For example: | |||
# Entry 1 | |||
# Entry 2 --> | |||
==Solution== | |||
<!-- Solution to the design problem --> | |||
==Consequences== | |||
===Benefits=== | |||
<!-- List of benefits from applying the solution to the problem Each entry is preceded by an * For example: | |||
# Entry 1 | |||
# Entry 2 --> | |||
===Liabilities=== | |||
<!-- List of liabilities from applying the solution to the problem Each entry is preceded by an * For example: | |||
# Entry 1 | |||
# Entry 2 --> | |||
==Evidence== | |||
===Literature=== | |||
<!-- Evidence from literature that was used in producing the pattern or evaluating the pattern--> | |||
===Discussion=== | |||
<!-- Discussion with experts or stakeholders used in producing the pattern --> | |||
===Data=== | |||
<!-- Evidence from data that was used in producing the pattern --> | |||
===Applied evaluation=== | |||
<!-- Results from randomized controlled trials (RCTs) or similar tests that measures the pattern's effectiveness in an actual application. For example, compare student learning gains in an online learning system with and without applying the pattern. --> | |||
==Related patterns== | |||
<!-- Other design patterns related to the current design pattern and a description of how it is related --> | |||
==Example== | |||
<!-- Example of applying the design pattern --> | |||
==References== | ==References== | ||
<references/> | <references/> | ||
[[Category:Design_patterns]] <!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | [[Category:Design_patterns]] [[Category:Patlet]]<!-- List of other categories the design pattern belongs to. The syntax for linking to a category is: [[Category:<Name of category]] --> | ||
Revision as of 14:48, 4 May 2017
| Language Status Quo | |
| Contributors | Christian Köppe, Mariëlle Nijsten |
|---|---|
| Last modification | May 4, 2017 |
| Source | Köppe and Nijsten (2012)[1][2] |
| Pattern formats | OPR Alexandrian |
| Usability | |
| Learning domain | |
| Stakeholders | |
You assume that students are at a sufficient level of general foreign language competences, i.e. they have knowledge of basic common vocabulary and grammar and can use the language. You now want to start teaching a course in this foreign language, with a foreign language as a medium of instruction so as to improve the use of this language in a professional setting.
Without knowing the actual level of foreign language competences of the students it is likely that the language parts of the course design are either too difficult for the students which hinders them in grasping the content or are too simple for them which means that their language understanding probably does not improve.
Therefore: Get to know the language level of all students at the start of a course to obtain a realistic overview for your specific professional and educational goals. Use appropriate tests that include both general language competences and context specific linguistic competences, such as class room language, formal academic language, and core professional activities in your field. This is the basis for an adequate language integration in the course design.
Context
Problem
Forces
Solution
Consequences
Benefits
Liabilities
Evidence
Literature
Discussion
Data
Applied evaluation
Related patterns
Example
References
- ↑ Patlet first mentioned in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 1. In Proceedings of the 17th European Conference on Pattern Languages of Programs (EuroPLoP 2012) (p. 10). New York:ACM.
- ↑ Also mentioned in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 2. In Proceedings of the 19th Conference on Pattern Languages of Programs (PLoP 2012). New York:ACM.