Ein Rahmenmodell für den kunstbasierten Fremd- sprachenunterricht – unter Einbezug von Theater, Bildender Kunst, Musik und Literatur

Abstract

This article presents a framework model for a foreign-language classroom that makes use of the Arts (i.e., drama, visual arts, music, literature, etc.). This model contains the central elements of an Arts-based foreign-language instruction, which are arranged to form a plausible causal structure of the classroom teaching and student learning. As intermediate teaching outcomes, the model assumes changes in students’ personality states, i.e., changes in their current motivation, creativity, or empathy, which result from the students’ engagement with the Arts. As final teaching outcomes, the model assumes a development of students’ L2 competences, i.e., of their L2 speaking, listening, writing, reading, mediation, vocabulary, and grammar skills. The framework model is based on earlier accounts which assume that all teaching outcomes derive from an Arts-based foreign-language instruction as final teaching results. In contrast, the present framework assumes that Arts-based teaching outcomes are partially nested.