Se non è chiaro prendete l'abaco: wege zu einem bilingualen curriculum im schnittpunkt von multimodalität und tandem-lehren

Budach, Gabriele, Dreher, Ulrike and Patrizia, Spanù (2008) Se non è chiaro prendete l'abaco: wege zu einem bilingualen curriculum im schnittpunkt von multimodalität und tandem-lehren. In, Budach, Gabriele, Erfurt, Jurgen and Kunkel, Melanie (eds.) Écoles Plurilingues - Multilingual Schools: Konzepte, Institutionen und Akteure. (Sprache, Mehrsprachigkeit und sozialer Wandel, 8) Frankfurt am Main, Germany. Peter Lang, pp. 291-316.

Abstract

This chapter looks at bilingual math teaching in a German-Italian immersion programme in a primary school in Frankfurt/Main. The focus is on an original tool – the abacus – which is widely used in Italian schools, but is rather uncommon in parts of Germany. This text is embedded in a view of learning as socio-cultural and multimodal practice and it examines the abacus as a symbol of successful bilingual curriculum building that also helps to represent complex numbers. Highlighting this example, the text describes the process of integrating multilingual and pluricultural resources from different national curricular traditions. It also discusses the kinds of dialogic exchange and negotiation that unfold within the collaborative work of a team of bilingual teachers who are bound to the common endeavour of building a bilingual curriculum. On the one hand, the chapter looks at the practice of teachers and their role in bringing about curricular change and reforming teaching practice. On the other hand, the text discusses the effects that using the abacus has stimulated for children’s individual learning.

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