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the studies on what exists, to consider both the project of Europe and the realitieswhich are being confronted. Higher education geography should not neglect thesetopics, if it wants to maintain a certain expertise on questions raised in society fromwhich the European project should not be excluded.References1. CHEVALIER J.P. 2001. «Images de l’Europe dans les manuels de géographie français»,Travaux de l’Institut de Géographie de Reims, № 109−110, p 23−49.2. DESSIEUX G., KNAFOU, R. ET LEON, E., op. cit., p 71−75.3. FOUCHER M. 1998. La République européenne entre histoires et géographies, Paris,Belin,, cité PAR DESSIEUX G., KNAFOU R.et LEON E., «L’Europe: un paradigmescientifiquement faible mai un enjeu civique», in: HAGNERELLE M. (dir.), Apprendrel’histoire et la géographie a l’école, Actes du colloque du 12−14 décembre 2002, Paris,Scérén/CRDP Versailles, 2004, p. 73.4. LEVY J. 1997. L’Europe, géographie d’un devenir, Paris, Hachette.246
Teaching Geography in English at Austrian SchoolsModels, Practice and Intercultural GainBarbara Katharina MayerhoferUniversity of Salzburg, Department of Geography, Geology and Mineralogy,Hellbrunnerstraße 34, 5020 Salzburg, Austriae-mail: barbara.mayerhofer@sbg.ac.atAbstractSince the introduction of ‘bilingual’ teaching in Geography at the end of the 1980s in Austriamany schools have met the challenge. Models of ‘bilingual’ teaching, practice in the classroomand figures about its spread in the country will be presented. The role the teaching ofdidactics plays in this context will be depicted. The intercultural gain of teaching Geographyin English – also in the context of web-based teaching – will be pointed out.Key words: Teaching Geography in English, models, spread, teacher-training at university,intercultural gain, schoolIntroductionWhile the new challenges of the political and social changes in Europe have triggeredfirst activities of using a foreign language as a medium of instruction at schools inAustria, a recommendation of the European Council (Lidauer 2001) and later theEuropean Commission’s 1996 White Paper have intensified activities in this field. InAustria English is the predominant foreign language used in this context.Models of teaching Geography in EnglishBeside full-time use of a foreign language as a medium of instruction (English in mostcases) in so-called bilingual schools four other models characterise current practicein Austrian schools (Abuja and Heindler, 1993). Two of them are outlined here:1. Use of the foreign language for a limited period of time. This approach is takenwhen pupils first experience the use of English in the Geography and Economicsclasses (in Austria the subject is called “Geography and Economics”, thus inaddition to geographical topics economic topics are also dealt with). It is oftenpractised in the lower grades of schools which have full-time “bilingual” teachingfrom grade 9 to 12 (students between 14 and 18 years of age).2. Aquiring “skills” in interdisciplinary teaching is another way of taking the firststeps towards full-time “bilingual” teaching. Describing observations, experiments,procedures, comparing and evaluating are among these skills. Theseuniversal skills are supposed to enable students to tackle various geographicaland economic problems in the foreign language.Currently there are some 30 “bilingual” schools in Austria. In these schools some(for example: Geography, History, Biology and Mathematics) or all subjects are247
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
Page 196 and 197: With the ongoing development of tel
Page 198 and 199: Figure 2. Present at Annual Congres
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Page 202 and 203: An evaluation of geographyand geogr
Page 204 and 205: The problems of geography and geogr
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Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: Internationalizing geography in hig
Page 214 and 215: nationalize their undergraduate and
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Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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Page 230 and 231: What Europe do we teach?A view from
Page 232 and 233: The regional approach is used in on
Page 234 and 235: The syllabi reflect mainly that the
Page 236 and 237: Geography Forum: Intercultural Lear
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Page 240 and 241: of geographical education in our un
Page 242 and 243: Higher education (University) as a
Page 244 and 245: This table shows the importance of
Page 248 and 249: 248taught in the foreign language e
Page 250 and 251: as K. De Bot calls it, is a variety
Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 256 and 257: Why geographers should be able to s
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
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Page 272 and 273: dropping litter. There is circle ti
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Page 276 and 277: The role of geographical education
Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
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Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
Page 288 and 289: Geography and Environmental Science
Page 290 and 291: (2000) cautioned an awareness of cu
Page 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
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the whole world will, according to
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References1. CALVET L. J. 2002. Le
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Sustainable development: let geogra
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predecessor “green,” or the pre
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8. GUNN A. S., “Professional Ethi
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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