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as K. De Bot calls it, is a variety of “international activities for which the foreignlanguage needs to be used on a daily basis in natural conversational (includingvirtual/internet based) settings”. (De Bot, 2002, p.31) Communicating in a foreignlanguage can also make sense to the students, however, when they are confrontedwith the topic in the foreign language especially as switching between mother-tongueand foreign language may also pose a difficulty. Moreover it is necessary to trainusing the foreign language in a difficult thematic context before using the languageas a lingua franca when communicating with partners and friends that do not speakone’s mother tongue. Last not least quite a few students say “learning geography inEnglish is much more fun”.References1. ABUJA G. 2000. Fremdsprache als Arbeitssprache in Österreich: Situation undPerspektiven, Graz, 9 pp. http://www.sprachen.ac.at/download/eaa2000_r1.pdf.(14‐05‐05).2. ABUJA G., HEINDLER D. (Hrsg.) 1993. Englisch als Arbeitssprache – FachbezogenesLernen von Fremdsprachen. In: Berichte, Heft 1 der Reihe III, Zentrum für Schulentwicklung,Abteilung III, Graz.3. AUNKHOFER M., VOSSEN J. 2003. Ausgewählte Themen aus der Sicht amerikanischerKarikaturisten vor dem Hintergrund aktueller Daten. In: Praxis Geographie 33 (7−8),pp. 37−38.4. Europäische Kommission 1996. Weißbuch zur allgemeinen und beruflichen Bildung:Lehren und Lernen – Auf dem Weg zur kognitiven Gesellschaft. Luxemburg5. DE BOT K. 2002. CLIL in the European context. In: Marsh, D. (author and editor)(September 2002): CLIL/EMILE The European dimension – Actions, Trends andForesight Potential pp. 31−32. (= Report to the European Communities to be found:http://europa.eu.int/comm/education/policies/lang/doc/david_marsh-report.pdf[14‐05‐05]).6. GROGGER G., OESTREICH K. 1997. Der Einsatz einer Fremdsprache als Arbeitssprachein nichtsprachlichen Gegenständen: Ergebnisse einer bundesweiten Direktorenbefragungan Schulen der Sekundarstufe, im Schuljahr 1996/97. In: Zentrum fürSchulentwicklung des BMUK (Hrsg.), ZSE Report 31, Graz.7. HALLET W. 1999. Ein didaktisches Modell für den Bilingualen Sachfachunterricht: TheBilingual Triangle. In: Neusprachliche Mitteilungen 52 (1), pp. 23−27.8. HOFFMANN: Die Europäische Dimension9. KIRCHBERG G. 1997. Bilinguales Lernen. In: Haubrich et.al.: Didaktik der Geographiekonkret. München, pp. 244−247.10. LIDAUER R. 2001. Fremdsprachiger Fachunterricht im Fach Geographie und Wirtschaftskunde(am Beispiel des Englisch geführten Unterrichts). In: Sitte, Wolfgang,Wohlschlägl, Helmut (Hrsg.): Beiträge zur Didaktik des „Geographie und Wirtschaftskunde“-Unterrichts.Wien (=Materialien zur Didaktik der Geographie und Wirtschaftskunde16), pp. 140−145.11. MÜLLER CH. 2000. Fachdidaktik im bilingualen Erdkundeunterricht. In: Geographieheute 181, pp. 42−43.12. Österreichisches Sprachen-Kompetenz-Zentrum (Ed.) (to be published in the summer of2005): Data and information from the Manuscript EAA Serviceheft 6. Graz. (imprimaturfrom the ÖSZ.).250
13. SCHMIDT-WULFFEN W. 1999. Schüler- und Alltagsweltorientierung im Erdkundeunterricht.Gotha und Stuttgart.14. WEBER, R. 1993. Bilingualer Erdkundeunterricht und internationale Erziehung. Nürnberg(= Geographiedidaktische Forschungen 23).15. WOLFF D. 2002. On the importance of CLIL in the context of the debate onplurilingual education in the European Union. In: Marsh, D. (author and editor)(September 2002): CLIL/EMILE – The European dimension – Actions, Trends andForesight Potential pp. 47−48. (= Report to the European Communities to be found:http://europa.eu.int/comm/education/policies/lang/doc/david_marsh-report.pdf[14‐05‐05]).251
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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
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With the ongoing development of tel
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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
Page 206 and 207: Europe in geographical education -
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
Page 216 and 217: Groups also focus on international
Page 218 and 219: The Position of Geography Graduates
Page 220 and 221: have also affected the number ofGeo
Page 222 and 223: The majority answered that they wou
Page 224 and 225: In the Primary school curriculum, G
Page 226 and 227: the efficacy of the teaching and le
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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
Page 238 and 239: Was Intercultural Competence promot
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 246 and 247: the studies on what exists, to cons
Page 248 and 249: 248taught in the foreign language e
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
Page 274 and 275: and learning. Kerala is an exporter
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
Page 282 and 283: to explore regional issues when tea
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
Page 296 and 297: the whole world will, according to
Page 298 and 299: 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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