THE STAGES OF ORGANIZING THE GERMAN LANGUAGE CLASS (L2)
DOI:
https://doi.org/10.29121/granthaalayah.v8.i7.2020.622Keywords:
Teaching, Learning, German Languages, Primary School Classes, Secondary School Classes, Foreign LanguagesAbstract [English]
Learning German L2 is a challenge for fresh teachers, as the aspects they encounter in teaching are related to psycho-pedagogical factors, often difficult to manage. Most teachers prefer high-school teaching, considering that pupils are calmer and understand the notions taught faster than middle school or primary school pupils. However, we can say that all pupils, regardless of age, need a teacher who knows how to capture their attention in an engaging style. Teachers need to know that regardless of age, pupils are driven by affectivity and the role models they have in front of the class can positively influence their lives. Therefore, the constant training of the teacher is importer in order to properly manage the scientific principles in harmony with the psycho-pedagogical ones in teaching, learning and assessment in the classroom. Starting from the method of observation, our article deals with an essential topic of teaching German (L2) in primary school. But to observe the behavioral importance of teachers, we considered a total of 98 pupils from three 5th forms.
Downloads
References
Schaffer, H. R., Introducere în psihologia copilului. [Introduction in Child’s Psychology] Cluj-Napoca: Editura ASCR, 2010
Kirsch, J., Limbile străine în școala Waldorf. [Foreign Languages in Waldorf School] Cluj-Napoca: Editura Triade, 2001
Siegel, J., D., Creierul copilului tău. Your Child’s Brain] București: Editura For You, 2007
Published
How to Cite
Issue
Section
License
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.