Verbesserungsvorschlage

Obwohl aufgrund der Analyse der ausgewählten Lehrwerke festgestellt wurde, dass die Lehrwerke ganzheitlich orientiert sind und viele Elemente der Ganzheitlichkeit enthalten, können einige Vorschlage gemacht werden, damit die Lehrwerke beziehungsweise die Aufgaben noch ein wenig verbessert werden können.

65 Vorschlag 1: Bei den Aufgaben, wo neue Wörter mithilfe der Bilder oder Fotos dargestellt sind, könnte man eine zusätzliche Aufgabe einsetzen, und zwar eine Aufgabe mit Pantomime. Die Lernenden können auf diese Weise die gelernten Wörter auf eine spielerische Weise wiederholen. Dabei haben sie Spaß, lernen und es werden gleichzeitig mehrere Sinne angesprochen und beide Gehirnhälften aktiviert, was für das erfolgreiche Erlernen sehr wichtig ist (s. Kapitel 3).

Vorschlag 2: Bei den Aufgaben mit Rollenspielen könnte man die Anweisungen ändern, damit die Lernenden mehrere Möglichkeiten haben und sich selbst entscheiden, was sie machen wollen. Das entspricht Gardners Theorie der multiplen Intelligenzen.

Vorschlag 3: Falls das Thema dafür geeignet ist, könnte das Wortschatz auf eine kinästhetische Weise dargestellt oder wiederholt werden. Zum Beispiel, anstatt Bilder könnten Realien verwendet werden: Die Lehrkraft bringt reale (oder plastische) Gegenstände in einer Tüte in die Klasse. Die Lernenden schließen die Augen, betasten die Gegenstände oder probieren sie.

Beim Thema ‚Essen und Trinken‘ geht das perfekt.

Vorschlag 4: Da in den Lehrwerken keine suggestopädischen Elemente in der Form von Identitätsänderung, Phantasiereisen oder Verwendung von Musik als Entspannung, wie sie bei Lozanov vorkommen, eingesetzt werden, könnten auch solche Aufgaben in den Unterricht eingesetzt werden. Am Anfang der Unterrichtsstunde könnten ein paar Minuten der Entspannung mit klassischer Musik gewidmet werden, was zur Erholung der Lernenden und folglich zur besseren Konzentration führt. Bei Rollenspielen oder bei Aufgaben, bei denen die Lernenden einen Dialog vorspielen oder nur lesen müssen, könnte man Kärtchen mit Angaben zu einer fiktiven Person mitbringen und die Lernenden sollen dann eine andere Identität übernehmen und sich in diese Rolle einleben. Damit werden beiden Gehirnhälften angesprochen und mehrere Sinne verknüpft, was das Ziel der Ganzheitlichkeit ist. Natürlich braucht man für solche Aufgaben sehr viel Zeit, wobei auch das Sprachniveau der Lernenden beachtet sein sollte.

Oben sind nur einige Vorschlage, wie man im Unterricht alle Sinnestypen ansprechen bzw.

beide Gehirnhälften aktivieren könnte, um den Unterricht im Sinne von Ganzheitlichkeit noch ein bisschen zu verbessern. Wir wissen aber, dass die Lehrkraft dem Unterrichtsplan folgen muss und deswegen oft zeitbedingt ist, aber einige zusätzlichen Elemente könnten bestimmt eingesetzt werden.

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6 Schlussbemerkungen

Diese Arbeit beschäftigt sich mit der Frage, inwieweit Lehrwerke für Englisch und Deutsch die ganzheitlichen Elemente und Ansätze beinhalten.

Die Kapitel im theoretischen Teil gaben uns einen Überblick über die Definitionen der Ganzheitlichkeit sowie auch einen geschichtlichen Überblick, was uns zeigte, dass die Ganzheitlichkeit keine neue Erfindung im Unterricht ist, da seine Vertreter ganzheitliches Lernen schon vor fast 200 Jahren gefordert haben. Die neueren ganzheitlichen Ansätze, die ihre Wurzeln in der Geschichte haben, haben sich dann noch weiterentwickelt, besonders anhand der neuen Erfahrungen auf dem Gebiet der Gehirnforschung.

In den Hypothesen wurde angenommen, dass aktuelle Lehrwerke wenige ganzheitlichen Elemente enthalten, wobei am häufigsten die visuellen und am wenigsten die kinästhetischen Aufgaben vorkommen. Weiterhin wurde die Frage gestellt, ob und welche Unterschiede zwischen den englischen und den deutschen Lehrwerken es gibt.

Im empirischen Teil wurde die Analyse von vier Lehrwerken für Deutsch und Englisch, je zwei für jedes Fach. Mithilfe eines Analyserasters wurden die Lehrwerke detailliert durchgeschaut und analysiert. Das Raster wurde anhand der in dem theoretischen Teil beschriebenen ganzheitlichen Elemente der einzelnen Ansätze zusammengestellt.

Die Ergebnisse der Analyse zeigen, dass die Anzahl der ganzheitlichen Elemente in den analysierten Lehrwerken hoch ist, allerdings gibt es Unterschiede unter den Lehrwerken bei der Zahl der einzigen Elemente. Alle vier analysierten Lehrwerke enthalten eine hohe Anzahl von Aufgaben, bei denen unterschiedliche Sinnestypen angesprochen werden und Aufgaben, bei denen die Lernenden aus dem Kontext lernen. Visualisierung kommt in allen vier Lehrwerken auch häufig vor. Spiele, die den Lernprozess beleben und bei den Lernenden Verknüpfung von mehreren Sinnen fördern, kommen auch in allen vier Lehrwerken vor. Bestimmte Elemente der Suggestopädie sind in Spielen oder durch Bewegung zu finden.

Es gibt noch eine Vielzahl von anderen ganzheitlichen Elementen, die in der Analyse nicht berücksichtigt wurden, da sie in den ausgewählten Lehrwerken nicht vorkommen. Eines von solchen Elementen ist die TPR-Methode aus der zweiten Hälfte des 20. Jahrhunderts von James J. Asher. Diese Methode ist für den frühen Fremdsprachenerwerb geeignet, während sich die ausgewählten Lehrwerke für Englisch und Deutsch an jugendliche Lernende richten.

67 In Bezug auf das Forschungsvorhaben wurden drei Hypothesen aufgestellt und mithilfe von Analyserastern getestet.

Hypothese 1: In den Lehrwerken für Englisch und Deutsch gibt es wenige Aufgaben, die die ganzheitlichen Ansätze enthalten.

Diese Hypothese wurde nicht bestätigt, denn die Lehrwerke beinhalten eine recht hohe Anzahl der Aufgaben, bei denen die ganzheitlichen Ansätze bzw. ganzheitliche Elemente vorkommen.

In allen vier ausgewählten und analysierten Lehrwerken kommen mehr als 100 bzw. mehr als 200 solche Aufgaben vor.

Hypothese 2: Die wenigsten Aufgaben gibt es für die kinästhetischen Lernenden.

Diese Hypothese wurde bestätigt. In den Lehrwerken gibt es sehr wenige Aufgaben, die für die kinästhetischen Lernenden geeignet sind. Insgesamt wurden nur 25 Aufgaben gefunden, die als kinästhetische Aufgaben bezeichnet werden können.

Hypothese 3: Die Zahl der ganzheitlichen Aufgaben und Übungen in den Lehrwerken für Deutsch unterscheidet sich von der Zahl der ganzheitlichen Aufgaben und Übungen in den Lehrwerken für Englisch.

Diese Hypothese wurde nicht bestätigt. In drei Lehrwerken ist die Menge der ganzheitlichen Elemente ungefähr gleich. Im Lehrwerk Ja genau! ist die Menge geringer, da dieses Lehrwerk gleichzeitig ein Kurs- und ein Arbeitsbuch ist und folglich weniger Seiten umfasst.

Es kann die Schlussfolgerung gezogen werden, dass Lehrwerke viele ganzheitliche Ansätze bzw. ganzheitliche Elemente beinhalten und weisen, somit eine Orientierung zum ganzheitlichen Lernen und Lehren auf.

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7 Summary in English

Teaching today corresponds to many topical problem areas for learners, some of them being attention and concentration problems, problems with authority, conflict and violence problems, and others that pose many challenges for both the learner and the teacher. Some young people do not have the necessary willingness or motivation to learn and are inadequate to successfully complete their training. By virtue of motivation drops, teachers are often faced with the problem of how they can optimally teach their learners in heterogeneous classes and at the same time motivate them. The answers to such problems and at the same time efficient solutions can also be found through the principles of holistic learning.

For many years, holistic methods and approaches have been sidelined in the classroom. They were only practised in certain schools (e.g. Waldorf School, Montessori School, Helen Doron School, etc.), where they were often maintained too consistently. The teachers had to strictly adhere to the principles or rules, even though these had been laid down more than a hundred years ago, i.e. in the time of reform pedagogy. Many of these schools still exist today and still strictly adhere to the initially prescribed principles. However, the times in teaching have changed, new theories and scientific justifications have influenced teaching and learning, especially in foreign languages. Moreover, the latest brain research has proven that the application of individual elements of holistic learning and its principles are of great advantage for teaching and for ensuring the success of the learners. Above all, this includes action-oriented learning without stress and in a fear-free atmosphere, relaxation in the classroom, encouragement of the different types of senses and activation of the two halves of the brain.

The thesis consists of a theoretical and an empirical part. In the theoretical part, the concept of holism is first defined, followed by the reasons for integrating holistic methods in lessons.

Holistic approaches are presented with theoretical examples, the basic concepts follow, and the history of the holistic approach is highlighted. A comprehensive part of the thesis is devoted to holistic approaches and their elements, which will later be explored in the coursebooks.

The empirical part begins with a brief presentation of the analytic grid used in the research and the coursebooks selected for the analysis. This is followed by the analysis and presentation of the results as well as suggestions for improvement and comments on the hypotheses that have been made.

69 The focus of the master’s thesis is holism, which relates to the connection of body, body experiences, sensory perceptions, feelings, thinking and acting, which leads to the intertwining of several senses when learning (Kosevski Puljić, 2015, p. 55-56). The holistic aspect is also emphasized in foreign language teaching.

Müller (2006, p. 17) claims that our brain functions best in terms of holism when both halves of the brain are stimulated. In foreign language lessons, different methods or approaches of holistic learning that address different sensory modalities of the learners are frequently used:

learning posters, learning concerts, partner and small group work that encourage the exchange of experiences and joint work on solutions, charades and other games, imaginary journeys that promote the creativity of the learner and enable the critical examination of the subject matter (Müller, 2006, p.17).

The next part of the master's thesis is devoted to the history of holistic learning. The authors who wrote about holism and researched holistic methods, approaches and theories are presented.

The history of holism goes back a long time. The holistic aspect was already recognized through the quotations from Confucius and Socrates. However, the interest in holism in this thesis is devoted to holism in pedagogy.

In the 16th century, John Amos Comenius (1592-1670), a Czech teacher, was considered "the father of modern holistic pedagogy" (Kosevski Puljić, 2017, p.7). He emphasized the importance of visual representation in his work Orbis sensualis pictus (Eng. Visible World in Pictures). The principle of his pedagogy was learning through sensory perception, which is still very important today.

The 18th century was closely connected with the beginnings of didactics, but more intensely with the education of Jean-Jacques Rousseau (1712-1778). For him, the purpose of life was here and now (Kosevski Puljić, 2017, p.4). With his pedagogical demands, Rousseau tried to change the educational practice of the time, especially by changing the teaching method from a teacher-centred to a learner-centred teaching method, where the focus is on the learner and his own experiences. In this learning process, the learner should collect both positive and negative experiences so that he becomes independent and self-sufficient (ibid.).

As the educational authority of the 18th century, Jean-Jacques Rousseau strongly influenced the Swiss pedagogue Johann Heinrich Pestalozzi (1746-1827), who is the real founder of holism in education. His portrayal of learning was described as "learning with heart, hand and head",

70 today understood as learning with feelings, thinking, and acting. He highlighted not only the cognitive and emotional dimensions of learning in the classroom, but also the practical dimension. He tried to combine learning with the experiences of the learner. (Kosevski Puljić, 2015, p. 116-117).

One of the most famous European reform educators, who was strongly influenced by Johann Heinrich Pestalozzi and is often referred to as Pestalozzi's successor, is Friedrich Fröbel (1782-1852). He founded the profession of kindergarten teacher and always strived for an overview of the whole. Self-employment was very important for him, and he founded his theory of pedagogy through different games (Kosevski Puljić, 2017, p. 9). Like Pestalozzi, Froebel was convinced that children would gain a deeper understanding of the world if they were given the opportunity to get to know the world through concrete actions (ibid. p. 10).

The climax of the educational reform efforts was during 1890 and 1920, when some well-known authors presented their theories, for example Berthold Otto (1859-1933), who was the founder of comprehensive teaching and the private tutoring school (Kosevski Puljić 2015, p.

17-23).

A classic representative of the then increasingly important pragmatism was John Dewey (1859-1952). For him, action and experience are predispositions for learning. According to Dewey, the thinking processes and actions that take place form the basis of all forms of learning.

Knowledge and cognition must be actively constructed in this process so that the learners can solve real problems (Kosevski Puljić, 2017, p. 16-17).

At about the same time, Waldorf education emerged, which was developed by the philosopher and teacher Rudolf Steiner (1861-1925) and is based on holism. According to Steiner, foreign language lessons should be a consistent part of the classes right from the start and they should be designed in accordance with children's development. This means that the acquisition of the foreign language follows the acquisition of the mother tongue. The children first acquire the foreign language through imitation and repetition with the help of gestures, rhythm, and context, and only then structured learning takes place. Steiner emphasized that learning should always be connected to the context. Moreover, it is important that one learns from the general into the specific (Kosevski Puljić, 2017, p. 21-22).

Like Steiner, Maria Montessori (1870-1952) also emphasized the importance of early developmental experiences (Kordeš Demšar, 2007) and the importance of free choice for every learner, which means that everyone decides for themselves what, how and for how long they want to learn. The rhythm and the pace of learning are considered, whereby the focus is on the child's development and not the result (Kosevski Puljić, 2017, p. 25). According to Montessori,

71 learning in connection with social education and integration must be individualized and all the senses should be included. With the Montessori materials, which are didactically designed, the development of the learners is promoted and at the same time their needs are fulfilled (Kosevski Puljić, 2017, p. 26). School materials for today's teaching were developed from their materials.

Some of the educational principles of Maria Montessori, which still represent the framework for Montessori pedagogy today, are learning in context, free choice, learning with and from peers, and interests of the learners. All the authors and their theories and beliefs mentioned above prove that the idea of holistic learning and its importance has been around a long time.

As mentioned previously, the focus of the thesis is holistic learning, which corresponds not only to activating both brain hemispheres, but connecting more senses at the same time, which is called multi-sensory learning. Multi-sensory learning refers to different methods used in foreign language teaching and learning to activate and link both hemispheres of the brain. This makes learning as well as learning a new foreign language easier, more successful, and more efficient.

Multi-sensory learning is referred to in the literature as learning with all the senses.

Human brain is composed of three main parts – brain stem, cerebellum, and cerebrum. The latter plays an important part in learning, seeing that it governs higher-order functions such as memory and reasoning. Each area of the cerebrum is specialized for one specific function – sight, hearing, speaking, touch, short-term memory, long-term memory. Language centre and consequently the ability to give arguments are most important for learning (Ford, 2011).

As briefly mentioned above, multi-sensory learning promotes activation of both hemispheres.

The left hemisphere is responsible for the movement of the right side of our body, whereas the right hemisphere controls our left side. The two sides are linked by an important nervous system. The more the brain is stimulated, more competences people gain. Therefore, the more we connect the left and right hemispheres, the better our brain works and the more we learn. In the right hemisphere are the centres for emotions, creativity, and intuition. Thinking in pictures, this hemisphere is more flexible (Kosevski Puljić, 2015, p.119). According to Grinder (1989, p. 52), the right hemisphere is intuitive, holistic, concrete, imaginative and not time oriented. A right hemispheric person likes music, rhythm, dance, improvisation, and has good intuition.

They are good at visualization and have a good memory for people, things, and experiences. It is full of fantasy (ibid.). We know that small children by nature learn holistically, or they acquire a language spontaneously. Later it comes to more conscious and analytical learning and consequently, this leads to the division of work in the brain, where the left hemisphere becomes

72 more and more dominant and this mainly influences logical thinking, but less and less the intuitive, imaginative, creative thinking of the right hemisphere. (Kosevski Puljić, 2003, p. 20-40). Therefore, it is important to activate both hemispheres, especially the right one, to promote holistic learning. According to Grinder (1989, p. 52), the left hemisphere is responsible for logical, verbal, symbolic, linear, and abstract thinking and is fact oriented. The seat of logic, language, analytical and abstract thinking is in the left hemisphere (Kosevski Puljić, 2015, p.

119.). A left hemispheric person is often time-minded, good at communication, likes to analyse, and is good at math. They remember all the details and have a good memory for words and languages. However, this hemisphere is unimaginative (Roth, 2004, p. 498).

Activation of both hemispheres of the brain leads to the activation of several senses. If several senses are connected simultaneously, multi-sensory learning occurs. What types of perception systems are there, what is characteristic of each type and what kinds of tasks are especially appropriate for each learning type is presented in the next part of the master’s thesis.

The main aim of linking different senses is to activate both halves of the brain, which is known as multi-sensory learning, and represents an important part of holistic learning (Kosevski Puljić 2015, p. 33–34). Perception systems are divided according to the VAKOG principle, which divides people into visual (seeing), auditory (hearing), kinaesthetic (touching and doing), olfactory (smell) and gustatory types (taste) (ibid).

We distinguish between different learning types, the first of which is the visual learning type, characterised by a considerable amount of visual support in learning. They often take notes or enjoy drawing, as well as like to play memory games or puzzles. Acknowledging they have a tendency of identifying key-points in texts (by extension, in coursebooks as well), they employ various techniques of highlighting essential subject matter. For instance, they grasp content through the use of colours, meaning they gravitate towards underlining, colouring or accentuating, drawing, and generally utilising symbols and diagrams and often create mindmaps (Kosevski Puljić, 2015, p. 36).

Furthermore, the sensory type that learns best through listening and speaking is the auditory learner. They like to perform, sing, hear stories and texts, and can easily memorize melodies, often talk to themselves, and like to learn vocabulary aloud. They like working in pairs, groups, like to ask questions or discuss. This type of student prefers methods such as role plays and dialogues (Šepec, 2013, p. 279–281).

73 There are individuals who need physical locomotion to learn successfully, and we define such learners as kinaesthetic. They learn best when they do or try something out themselves. They often move around the room or take a walk while they study. They use their hands or some other type of body movement while talking. Such learners like dramatic games such as role

73 There are individuals who need physical locomotion to learn successfully, and we define such learners as kinaesthetic. They learn best when they do or try something out themselves. They often move around the room or take a walk while they study. They use their hands or some other type of body movement while talking. Such learners like dramatic games such as role