German for specific purposes

foreign languages
obligatory courses

Classroom

The following methods will be used:

-Lernen durch Lehren,

-games and simulations,

-case studies

-project work.

Evaluation of the acquired competences will be carried out through the use of diagnostic assessment at the beginning of the course (remote), formative assessment during the course (remote and on-site) and global assessment at the end of the course/semester (on-site).

The needs analysis shows the need to include the following communication intentions/text genres in the course:

-telephone conversation,

-the interview,

-presentation,

-discussion,

-instruction,

-contract,

-contract termination,

-description of graphics,

-organigram,

-instruction manual,

-report,

-protocol,

-reference,

-order,

-resume.

The communication activities and text genres listed relate to the following subject circles:

-construction,

-care services,

-gastronomy,

-hairdressing/cosmetics,

-commerce,

-medicine,

-education,

-office,

-tourism/hospitality,

-logistics/forwarding.

The course is delivered over two semesters in a full-time format. The overall objective is for participants to reach a level of communicative competence in German that enables them to work as a teacher of this language for professional purposes. This assumes:

-development of language skills in a range oriented to the specific needs of students in their future professional work,

-selection of topics and issues based on an analysis of the needs of the current and future labour market,

-selection of lexical units and grammatical elements related to the selected topics and

-focusing on the communicative needs of language users in a professional environment.

Due to the specific circumstances of the target group (future language teachers), it is envisaged that participants will be involved in the ongoing planning of the course, in particular with regard to: the selection of specific learning objectives, specific content, texts and forms of work.

The exercises and assignments used in the course are focused on an approach oriented towards typical text genres and the realisation of tasks and projects close to authenticity. The course exercises use participatory forms of work that multiply the interaction time, and include significant learner input. It is important to embed the activities in a professional context.

Due to the hybrid nature of the course, the remote, self-directed part of the course is dominated by exercises that support the acquisition of new vocabulary (including mini-talks, vocabulary building exercises, repetition and categorisation exercises) and exercises that develop grammatical competence based on an inductive approach (including pre-communication and imitation exercises).

During classroom teaching, exercises aimed at developing productive, receptive and interactional skills predominate.

Due to the specific context of the vocational action preparation course, the following methods will be used:

-Lernen durch Lehren,

-games and simulations,

-case studies

-project work.

Evaluation of the acquired competences will be carried out through the use of diagnostic assessment at the beginning of the course (remote), formative assessment during the course (remote and on-site) and global assessment at the end of the course/semester (on-site).

The needs analysis shows the need to include the following communication intentions/text genres in the course:

-telephone conversation,

-the interview,

-presentation,

-discussion,

-instruction,

-contract,

-contract termination,

-description of graphics,

-organigram,

-instruction manual,

-report,

-protocol,

-reference,

-order,

-resume.

The communication activities and text genres listed relate to the following subject circles:

-construction,

-care services,

-gastronomy,

-hairdressing/cosmetics,

-commerce,

-medicine,

-education,

-office,

-tourism/hospitality,

-logistics/forwarding.

Buhlmann, Rosemarie; Fearns, Anneliese (2017): Handbuch des fach- und berufsbezogenen Deutschunterrichts DaF, DaZ, CLIL. Berlin: Frank & Timme (Forum für Fachsprachen-Forschung, t. 141).

Efing, Christian i Kiefer, Karl-Hubert (red.) (2017): Sprachbezogene Curricula und Aufgaben in der beruflichen Bildung. Aktuelle Konzepte und Forschungsergebnisse. Frankfurt am Main: Peter Lang GmbH, Internationaler Verlag der Wissenschaften (Wissen - Kompetenz - Text, t. 12).

Fearns, Anneliese; Buhlmann, Rosemarie (op. 2013): Technisches Deutsch für Ausbildung und Beruf. Lehr- und Arbeitsbuch. Haan-Gruiten: Verl. Europa-Lehrmittel.

Gajewska, Elżbieta; Sowa, Magdalena (2014): LSP, FOS, Fachsprache. Dydaktyka języków specjalistycznych. Lublin: Wydawnictwo Werset.

Grucza, Sambor (2012): Fachsprachenlinguistik. Frankfurt, M., Berlin, Bern, Bruxelles, New York, NY, Oxford, Warszawa, Wien: Lang (Warschauer Studien zur Germanistik und zur angewandten Linguistik, Bd. 1).

Kniffka, Gabriele; Roelcke, Thorsten (2016): Fachsprachenvermittlung im Unterricht. Paderborn: Ferdinand Schöningh (StandardWissen Lehramt, t. 4094).

Liebaug, Bruno (2016): Wie spricht man in der Mathematik? Meckenheim: Verlag Liebaug-Dartmann.

Liebaug, Bruno (2018): Wie spricht man in der Physik? Einführung in die Sprache der Physik an Beispielen aus Mechanik und Elektrizitätslehre. 1. Auflage. Meckenheim: Liebaug-Dartmann.

Lippert-Burmester, Wunna; Lippert, Herbert (2014): Medizinische Fachsprache - leicht gemacht. Lehr- und Arbeitsbuch - Plus: Einführung in Medical English. 6., erw. Aufl. Stuttgart: Schattauer.

Roche, Jörg i Drumm, Sandra (red.) (2018): Berufs-, Fach- und Wissenschaftssprachen. Didaktische Grundlagen. Tübingen: Narr Francke Attempto (Kompendium DaF/DaZ, t. 8).

van Albert, Ruth (2018): Berufsfeld Altenpflege. Klett Verlag, Stuttgart

van Albert, Ruth i in. (2016): Berufsfeld Küche . Klett Verlag, Stuttgart

van Albert, Ruth i in. (2016): Berufsfeld Lager. Klett Verlag, Stuttgart

van Albert, Ruth i in. (2017): Berufsfeld Reinigung. Klett Verlag, Stuttgart

van Elten, Franziska i in. (2016): Berufsfeld BAU. Klett Verlag, Stuttgart

Wolski, Przemysław; Engelbrecht, Liesbeth; (2020): Niemiecki w pracy: Produkcja = Deutsch im Beruf: Produktion. Warszawa: Poltext.

Wolski, Przemysław; Engelbrecht, Liesbeth; Efing, Christian (2019): Niemiecki w pracy. Biuro = Deutsch im Beruf : Büro. Wydanie pierwsze. Warszawa: Wydawnictwo Poltext.

Wolski, Przemysław; Zeaiter, Sabrina; Efing, Christian (2021): Niemiecki w pracy: Usługi= Deutsch im Beruf: Dienstleistungen. Warszawa: Poltext.

and authentic texts

Knowledge: the graduate knows and understands

S_W17 to a significant extent, the process of interpersonal communication and social patterns in German, its regularities and disruptions

S_W22 to an in-depth degree, instruments and techniques in digitally assisted or online work or virtual exchange

Skills: the graduate is able to

S_U01 search, analyse, evaluate, select and use information, using a variety of sources and methods, including advanced information and communication techniques in German

S_U05 perform educational tasks using digital tools, methods of remote communication and various media

S_U15 use methods of integrated teaching in teaching languages and content subjects

S_U17 communicate on specialised topics and conduct an argument using the views of other authors and formulate conclusions in German

S_U23 use language skills at CEFR level C1+ in German, including the specificity of academic language and that of classroom communication

S_U25 perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the organisational skills necessary in designing and implementing professional educational activities; can act as a team leader

Social competences: the graduate is prepared to

S_K05 conduct interpersonal and intercultural communication mediating with participants in the teaching-learning process in a local and global context

S_K06 interact and work in a group, performing various roles

Tasks and exercises on the platform 40%

Assessment test 40%

Active participation in classes 20%

It is necessary to score at least half of the points in each range.

Final assessment criteria:

Below 60 - 2.0

60-68 - 3,0

69-78 - 3,5

79-88 - 4,0

89-96 - 4,5

Above 97 - 5.0