Diskrepanzen zwischen der institutionell angebotenen Fachsprachendidaktik und den Bedürfnissen der Fachsprachenlehrkräfte. Ein methodischer Ansatz / Discrepancies between the Institutionally Offered LSP Teaching Training and the Needs of the LSP Teacher. A Methodological Approach

Abstract

This paper presents the methodological approach and results of the European project LSP-Teacher Training Summer School (TRAILs), which aims to develop an innovative LSP teacher training. The training curriculum developed in 2018–2020 and tested in 2021, emerged as a result of identified gaps between existing and required LSP teacher education. The following contribution intends to present the methodical way to identify these gaps. It starts from an analysis of the existing training programmes in the European Higher Education Area (EHEA). Then, the needs of the LSP teacher in tertiary education are discussed. Finally, a scheme is discussed according to which the comparison between the ACTUAL STATE and the TARGET STATE was made. The discrepancies demonstrated between the LSP teacher training and the actual training needs stated by LSP teachers participating in the project make it possible to define areas of LSP teaching which can be supplemented with concrete contents and activities. They then serve as a starting point for the development of an initial and in-service training curriculum for experienced and pre-service LSP teachers. The scheme presented is universal and can also be transferred to other research projects that aim to update the existing training curricula or introduce new solutions.

Keywords

• dydaktyka języków specjalistycznych
• lektorzy języków specjalistycznych
• kształcenie nauczycieli języków specjalistycznych