Wolfgang Butzkamm
Wolfgang Butzkamm (* 1938) is Professor Emeritus of English Language and its Didactics at the RWTH Aachen.
Curriculum vitae
Butzkamm was born in 1938. After studying in Marburg, Münster, Dortmund and Appleton, he was first a teacher for German as a foreign language as " German assistant" at a school in London. After his clerkship, he was a secondary school teacher Gevelsberg, later at the comprehensive school Kamen. In 1974 he received an appointment at the Pedagogical University Rhineland, Department of Aachen, and since 1989 at the RWTH Aachen. Since 2003 he is professor emeritus.
Model of enlightened monolingualism
Butzkamm is the founder of the enlightened monolingualism (or functional Fremdsprachigkeit ), about which he published in 1973 research articles and monographs - (most recently in a 2009 book published by Caldwell, see also List of important publications ).
Basic principles
The model implies that the foreign language is to be enforced as the common language of instruction, the assistance of the mother tongue is also indispensable. Since languages are acquired primarily from the use of out the foreign language itself is considered as the most important means to acquire them. It is the goal and the path to the goal. But It seem the native language, and with it developed skills and abilities with always unsolicited, and they should be in addition also used methodologically explicit, so among other things by means of the " sandwich technique " in the introduction of foreign-language speech means and structures, after the following pattern: ( 1) new foreign language element - (2 ) idiomatic, speaking usual translation (quieter, somewhat in the manner of speaking - aside ) - (3 ) repeated mention of the foreign language element:
English teacher before German learners: How did you make out - How did you get along? - How did you make out?
In addition, the interaction between idiomatic and literal translation for which Butzkamm the expression mother tongue mirroring ( mirroring mother tongue ) Used, grammatical problems to be solved right away.
Examples
Anglophones can German constructions (where they do not see through this because of prior knowledge or linguistic relationship at first ) be made clear as follows, in principle, without further grammar explanations:
- We need to buy bread = We must buy bread = * We must buy bread
- Because ... we have to buy bread = ... because we must buy bread = * Because we buy bread must
- If need be = If it must be = * If it be must
Chinese structures can be taught German learners as follows:
- Nǐ hǎo = Hello / Good day = * You are good.
- Měigèrén Dou dǒng yīngyǔ = Everyone understands English = * everyone all understand English.
- Shànghǎi bǐ Běijīng dà = Shanghai is greater than Beijing. = * Shanghai bǐ ( = as / comparing ) Beijing large.
Unlike Krashens " comprehensible input" is for Butzkamm this double understanding the fundamental condition of any language learning: The learner must understand both what is meant (functional understanding / decoding ), but also understand how it is said ( structural understanding / code breaking ). Only in this way, learners can search of found, verstandenem pattern of your own sets form ( generative principle / generative principle). You can now risk in Chinese phrases like " Rome is older than Berlin " or " Mozart is known as Schumann " by follow the above pattern: * Rome Berlin compare old / * compare Mozart Schumann known. The role of the mother tongue in foreign language teaching needs to be re-thought thus. Properly used, it is the greatest asset of the foreign language learner and paved the way for all other languages.
Theoretical background
The Maturing in the first language and evolving linguistic character of man forms the foundation for further language learning:
- We have brought in the mother tongue, and through them the world to the concept and learned to think.
- We have learned in the native language and communicate through them. The school child brings a practically from birth, practiced communication skills and an associated sophistication. Learning would be primarily foreign-language expressions, so that the already existing competence can take action, not this itself
- We have learned in the native language and through it a grammatical basic order intuitively grasp. The mother tongue encounters the gateway to all the grammars, so far as we can understand foreign-language structures and depict a native speaker.
- At the same time based on the native language speaking and writing motor skills are represented and we can read.
Basically, we learn according Butzkamm language only once, as a child.
Enlightened monolingualism means to exploit this native speaker inputs by various bilingual teaching techniques ( in addition to the monolingual ). So after Butzkamm the enforcement of a foreign language in its function as teaching supporting working language is not endangered, but on the contrary even easier. Also in bilingual subject teaching the mother tongue should be introduced sent.
The theory of enlightened monolingualism was created in response to the unökonomischere after Butzkamm, ineffektivere and carried too far principle of monolingualism and the direct method. With the revaluation of the mother tongue of foreign language methodology would again put back on its feet after Butzkamm theory and practice.