Holistic approach (foreign language teaching)

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In a holistic foreign language lesson, cognitive and affective aspects work together: intellect , feeling and senses appealing experiences, an alternation of exertion and relaxation as well as satisfactory linguistic and non-linguistic interactions with a high level of error tolerance on the part of the teacher. Essential aspects of a holistic foreign language teaching are content-related engagement as well as the joy of linguistic aesthetics, rhythm and melody and thus movement, rhyme and song . These moments are particularly important in teaching with learning difficulties.

On the concept of “holism” in foreign language teaching

In foreign language didactics, the concept of “holism” has been discussed at least since 1964. This discussion experienced its heyday as well as its practical application in the 1980s and 1990s. However, the concept of "holistic foreign language teaching" is still important today in all forms of action-oriented foreign language teaching.

Holistic foreign language teaching is based on two factors:

  • on a holistic picture of the person who sees the student as a unity of body and body experiences , sensory perceptions, feelings, thinking and acting (cf. the concept of holism known from pedagogy )
  • as well as a holistic concept of language .

That means: “Cognitive”, “affective” and “psychomotor” learning goals and contents are not prepared from the foreign language. Rather, it is primarily seen, like the mother tongue, as a spontaneous and unreflective communication tool to be used based on the feeling for language , the aim of which is primarily communicative success (understanding and reacting, communicating and bringing about) and the satisfaction that results from it. In contrast to this, in a non-holistic, teacher-centered, instructionist foreign language course, many facets of linguistic experiences that the native speaker has in the "feeling for language" and which for him are full of life relationships are not systematically recorded due to their complexity and fuzziness and therefore also not systematically can be taught lost. Especially for the foreign language learner, whose learning world is already extremely reduced from the start, such a “smooth”, “channelized” communication builds a central area not only for motivation but also for successful learning.

Only under this holistic perspective can the foreign language step out of its traditional role as a static learning object facing the students and - in the terminology of topic-centered interaction - to become the student's “I”, the “we” of the group and the common everyday “environment” in a functional relationship can be established.

Holistic teaching activities

Holistically oriented method concepts

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  1. ↑ See in more detail: Renate Löffler: "Holistic learning ...", 1996, 42–68.
  2. ↑ See Hans-Eberhard Piepho : Holistic English teaching . In: Holistic Education 15 (1964), pp. 1–20.
  3. ↑ See in particular R. Löffler & K. Schweitzer: "Brainlinks." Building blocks for a holistic English lesson . Beltz, Weinheim 1988.
  4. ↑ Cf. Gérald Schlemminger: Holistic methods: their significance in foreign language teaching . In: Franz-Joseph Meißner (ed.): Interactive foreign language teaching. Paths to authentic communication. Festschrift for Ludger Schiffler on his 60th birthday. Narr, Tübingen 1997, pp. 235-252; Johannes-Peter Timm (Ed.): Holistic foreign language teaching . Deutscher Studien Verlag, Weinheim 1995.
  5. ↑ See Ralf Weskamp: Subject Didactics: Basics & Concepts. Cornelsen, Berlin 2001, pp. 76-77.
  6. ↑ Cf. Gerhard Bach & Johannes-Peter Timm : “Action orientation as a goal and as a method”, in: Bach & Timm 2013, pp. 15-17.
  7. ↑ See Renate Löffler: Holistic learning ... 1996, p. 47.

literature

  • Gerhard Bach , Johannes-Peter Timm (Ed.): English lessons. Basics and methods of action-oriented teaching practice . (1st edition 1989) 5th updated edition. A. Francke, Tübingen and Basel 2013 ( UTB Anglistik 1540), ISBN 978-3-8252-4037-0 .
  • Hans-Jörg Betz: Acting, imagining and communicating playfully. A way to achieve a more holistic approach to English teaching . In: Johannes-Peter Timm (ed.): Holistic foreign language teaching . Deutscher Studien-Verlag, Weinheim 1995, ISBN 3-89271-535-1 , ( contact 19), pp. 78-104.
  • Renate Löffler: Holistic learning. Basics and forms of work . In: Gerhard Bach, Johannes-Peter Timm (ed.): English lessons. Basics and methods of action-oriented teaching practice . 2nd revised and expanded edition. A. Francke, Tübingen et al. 1996, ISBN 3-7720-1756-8 , ( UTB Anglistik 1540), pp. 42-68.
  • Renate Löffler, Klaus Schweitzer: Brainlinks. Building blocks for a holistic English lesson . Beltz, Weinheim et al. 1988, ISBN 3-407-62103-5 .
  • Johannes-Peter Timm (Ed.): Holistic foreign language teaching . Deutscher Studien Verlag, Weinheim 1995, ISBN 3-89271-535-1 , ( contact 19).