{"id":98,"date":"2011-05-30T08:24:09","date_gmt":"2011-05-30T08:24:09","guid":{"rendered":"http:\/\/africa-and-science.com\/?p=98"},"modified":"2011-05-30T08:30:45","modified_gmt":"2011-05-30T08:30:45","slug":"candidate-mr-jacques-bassock-available-in-english-and-german","status":"publish","type":"post","link":"https:\/\/africa-and-science.com\/?p=98","title":{"rendered":"Candidate: Mr. Jacques BASSOCK"},"content":{"rendered":"

On February 3rd, 2010, Mr. Jacques BASSOCK defended his PhD thesis at the Department of Language Studies and Literature of the Universtity of Kassel, Germany. Members of the Jury were Prof. Gerhard Neuner (Doctor Father), Prof. Karin Aguado, Prof. Andreas Gardt and Prof. Haymo Mitschian. His research was on the \u00ab\u00a0Plurilinguality and Foreign-Language Teaching (German): A Contribution to a Concept-Design of Plurilinguality and Education Reform for Cameroon<\/strong>\u00ab\u00a0. <\/span><\/span>(translated from the German: Mehrsprachigkeit und fremdsprachlicher Deutschunterricht:Beitrag zur Entwicklung eines Konzepts der Mehrsprachigkeit
\nund der Bildungsreform f\u00fcr Kamerun.)(available in English and German<\/span>)<\/p>\n

\u00a0Summary<\/strong><\/p>\n

The Cameroonian School Reform Law of April 1994 represents the basis of the present framework. The main aim of this framework lies on the scientific examination of the multilingual phenomenon which is rather difficult to reduce in only one concept. It is also based on the development of a didactical concept of Plurilinguality that suits the multilingual situation of countries like Cameroon. The developed concept of plurilinguality is named \u201cDidactic of Plurilingual waves\u201d. It is characterized by the fact that languages in a multilingual and multicultural context are always learned in the same time in form of successive waves and not through a sort of linearity.<\/p>\n

Theoretical components like the Plurilinguality of Intra and Transaction (PIT) and its chaos theoretical conceptions, the importance of the involvement of the emotional intelligence, the metaphysical values and the Orality as a traditional learning system are the basis of this concept of plurilinguality. The rhetoric as a tool of implementation of the Orality and Plurilinguality, the memory or rather the mnemonics and the literacy for the promotion of Plurilinguality play as well an important role within this concept.<\/p>\n

Furthermore, the \u201cDidactic of Plurilingual waves\u201d support and embodies not only the intervention of nativistic, constructivistic and interactionistic theories but also the theory of transaction. Another specific aim of the present framework is the practice of the \u201cDidactic of Plurilingual Waves\u201d through a model of curriculum and the development of a syllabus for the German course in secondary schools. \u201cMelodien 1\u201d, a syllabus with just one module, presents the articulation of the \u201cDidactic of Plurilingual Waves\u201d.<\/p>\n

However, the experience within the development of learning materials shows that the relationship between theory and practice bears essentially on a bottom-up perspective. \u00a0<\/p>\n

————————-\u00a0\u00a0<\/p>\n

Inhaltliche Zusammenfassung der Doktorarbeit<\/p>\n

Das Kameruner Gesetz zur Bildungsreform vom April 1998 hat zur Entstehung der vorliegenden Arbeit gef\u00fchrt. Hauptanliegen der Arbeit sind die Untersuchung des schwer in Begriff zu fassenden Ph\u00e4nomens der \u201eMehrsprachigkeit\u201c und die Entwicklung eines ihm entsprechenden didaktischen Konzepts gewesen, das in besonderer Weise auf multilinguale L\u00e4nder wie Kamerun bezogen wird.<\/p>\n

Dieses entwickelte Konzept der Mehrsprachigkeit hei\u00dft \u201eSprachenwellendidaktik\u201c und ist dadurch gekennzeichnet, dass Sprachen im mehrsprachigen und multikulturellen Kontext gleichzeitig in Form von sukzessiven Wellen und nicht linear erworben werden. Ihm liegen theoretische Bausteine wie zum Beispiel die Mehrsprachigkeit der Intra- und Transaktion (MIT) und deren chaostheoretische Auffassung, die Wichtigkeit der Einbeziehung der emotionalen Intelligenz (EI), der metaphysischen Werte und der Oralit\u00e4t als traditionell gepr\u00e4gte Lerntradition zugrunde. Ebenfalls wird der Rhetorik als Werkzeug zur Umsetzung der Oralit\u00e4t f\u00fcr die F\u00f6rderung der Mehrsprachigkeit, dem Ged\u00e4chtnis bzw. der Ged\u00e4chtniskunst und der Schriftlichkeit f\u00fcr die Verst\u00e4rkung des Mehrsprachigkeitserwerbs eine wichtige Rolle beigemessen. Dar\u00fcber hinaus setzt die Sprachenwellendidaktik nativistische, gem\u00e4\u00dfigte konstruktivistische und interaktionistische Annahmen sowie die Annahme der Transaktion voraus.<\/p>\n

Ein weiteres nicht zuletzt spezifisches Anliegen ist die Umsetzung in die Praxis der Sprachenwellendidaktik mittels eines entworfenen Mustercurriculums und entwickelter Lernmaterialien (Melodien 1) f\u00fcr den Deutschunterricht im Sekundarschulwesen gewesen.\/.<\/p>\n","protected":false},"excerpt":{"rendered":"

On February 3rd, 2010, Mr. Jacques BASSOCK defended his PhD thesis at the Department of Language Studies and Literature of the Universtity of Kassel, Germany. Members of the Jury were Prof. Gerhard Neuner (Doctor Father), Prof. Karin Aguado, Prof. Andreas Gardt and Prof. Haymo Mitschian. His research was on the \u00ab\u00a0Plurilinguality and Foreign-Language Teaching (German): […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-98","post","type-post","status-publish","format-standard","hentry","category-master-and-phd-theses"],"_links":{"self":[{"href":"https:\/\/africa-and-science.com\/index.php?rest_route=\/wp\/v2\/posts\/98"}],"collection":[{"href":"https:\/\/africa-and-science.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/africa-and-science.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/africa-and-science.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/africa-and-science.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=98"}],"version-history":[{"count":5,"href":"https:\/\/africa-and-science.com\/index.php?rest_route=\/wp\/v2\/posts\/98\/revisions"}],"predecessor-version":[{"id":100,"href":"https:\/\/africa-and-science.com\/index.php?rest_route=\/wp\/v2\/posts\/98\/revisions\/100"}],"wp:attachment":[{"href":"https:\/\/africa-and-science.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=98"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/africa-and-science.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=98"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/africa-and-science.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=98"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}