Digitalization is essential in daily life, especially in education, and has been further emphasized by the COVID-19 pandemic since 2020. Schools and universities are demanding digital development. To date, little progress has been made in virtual and transnational exchange programs for foreign language student teachers from diverse cultural backgrounds. These learners could greatly benefit from enhanced development of foreign language and intercultural communicative competencies (O’Dowd 2006, 2021). A group of Israeli and German students took part in a four-week virtual exchange project. The students collaborated on concepts for their future foreign language classroom, drawing from their (digital) pandemic experiences. Zoom meetings were recorded and multimodally transcribed for research purposes. The essay provides insight into a conducted PhD research project analyzing online personal narratives resulting from given impulses and assigned tasks. Using a phenomenological approach, an example sequence was selected. The findings will illuminate the discourse development of participants' secondary conversations („off-task-talks“) and their (situated) concept of roles and identities presented in the discourse.
{"title":"Identitätsarbeit und Rollenverständnis durch persönliche Narrationen in Virtuellen Austauschen zwischen deutschen und israelischen Studierenden","authors":"Sven Meier, Götz Schwab","doi":"10.24053/flul-2024-0006","DOIUrl":"https://doi.org/10.24053/flul-2024-0006","url":null,"abstract":"Digitalization is essential in daily life, especially in education, and has been further emphasized by the COVID-19 pandemic since 2020. Schools and universities are demanding digital development. To date, little progress has been made in virtual and transnational exchange programs for foreign language student teachers from diverse cultural backgrounds. These learners could greatly benefit from enhanced development of foreign language and intercultural communicative competencies (O’Dowd 2006, 2021). A group of Israeli and German students took part in a four-week virtual exchange project. The students collaborated on concepts for their future foreign language classroom, drawing from their (digital) pandemic experiences. Zoom meetings were recorded and multimodally transcribed for research purposes. The essay provides insight into a conducted PhD research project analyzing online personal narratives resulting from given impulses and assigned tasks. Using a phenomenological approach, an example sequence was selected. The findings will illuminate the discourse development of participants' secondary conversations („off-task-talks“) and their (situated) concept of roles and identities presented in the discourse.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"1 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141233935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article investigates turn-taking as a feature of Second Language Interactional Competence (L2 IC) within a Virtual Exchange (VE) project involving undergraduate English Foreign Language (EFL) students. Through Conversation Analysis (CA), a German-Israeli focus group (n = 4) is monitored over seven online meetings. VE, or Collaborative Online International Learning (COIL), is a telecollaboration method involving participants from different cultures or geographical regions. The study refers to the Extended Telecollaboration Practice Project, with English as the target language serving as a Lingua Franca. Turn-taking processes within the focus group are considered and discussed, utilizing GAT2 transcription excerpts. Since the data pertains to a group of participants over the course of a semester, aspects of longitudinal conversation analysis are also incorporated.
{"title":"Turn-Taking als Merkmal interaktionaler Kompetenz in einem Virtual Exchange –","authors":"Nils Drixler","doi":"10.24053/flul-2024-0002","DOIUrl":"https://doi.org/10.24053/flul-2024-0002","url":null,"abstract":"This article investigates turn-taking as a feature of Second Language Interactional Competence (L2 IC) within a Virtual Exchange (VE) project involving undergraduate English Foreign Language (EFL) students. Through Conversation Analysis (CA), a German-Israeli focus group (n = 4) is monitored over seven online meetings. VE, or Collaborative Online International Learning (COIL), is a telecollaboration method involving participants from different cultures or geographical regions. The study refers to the Extended Telecollaboration Practice Project, with English as the target language serving as a Lingua Franca. Turn-taking processes within the focus group are considered and discussed, utilizing GAT2 transcription excerpts. Since the data pertains to a group of participants over the course of a semester, aspects of longitudinal conversation analysis are also incorporated.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"118 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Zur Einführung in den Themenschwerpunkt","authors":"Götz Schwab, S. Hoffmann","doi":"10.24053/flul-2024-0001","DOIUrl":"https://doi.org/10.24053/flul-2024-0001","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"91 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"JPB GERALD: Antisocial Language Teaching. English and the Pervasive Pathology of Whiteness. Bristol/Jackson: Multilingual Matters 2022, 192 Seiten [EUR 29,95]","authors":"Barbara Schmenk","doi":"10.24053/flul-2024-0013","DOIUrl":"https://doi.org/10.24053/flul-2024-0013","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"75 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the transformative impact of digitalization on foreign language education, particularly in the context of Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Focusing on the use of the programmes like Teams with video conferencing capabilities, this study delves into the interactions of student groups in Breakout Rooms (BOR) during language learning tasks. Grounded in the theoretical framework of task-based language teaching (TBLT) and technology-mediated TBLT, the article investigates how four groups of 10th-grade students organise their work processes and implement task-based language learning while completing a creative task. The study addresses a gap in existing research by examining the actual execution of tasks in BOR, offering insights into the dynamics of student collaboration and language use in a technologyenhanced language learning environment.
本文探讨了数字化对外语教育的变革性影响，尤其是在 COVID-19 大流行期间的紧急远程教学（ERT）背景下。本研究重点关注具有视频会议功能的 Teams 等程序的使用情况，深入探讨了分组讨论室（BOR）中学生小组在语言学习任务中的互动情况。文章以任务型语言教学（TBLT）和以技术为媒介的任务型语言教学理论框架为基础，调查了四组十年级学生在完成一项创造性任务时如何组织他们的工作流程并实施任务型语言学习。该研究通过考察 BOR 中任务的实际执行情况，填补了现有研究的空白，为了解技术强化语言学习环境中学生协作和语言使用的动态提供了见解。
{"title":"Task-in-Process in Breakout Rooms eines aufgabenbasierten Videokonferenzprojekts","authors":"Sina Werner","doi":"10.24053/flul-2024-0007","DOIUrl":"https://doi.org/10.24053/flul-2024-0007","url":null,"abstract":"This paper explores the transformative impact of digitalization on foreign language education, particularly in the context of Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Focusing on the use of the programmes like Teams with video conferencing capabilities, this study delves into the interactions of student groups in Breakout Rooms (BOR) during language learning tasks. Grounded in the theoretical framework of task-based language teaching (TBLT) and technology-mediated TBLT, the article investigates how four groups of 10th-grade students organise their work processes and implement task-based language learning while completing a creative task. The study addresses a gap in existing research by examining the actual execution of tasks in BOR, offering insights into the dynamics of student collaboration and language use in a technologyenhanced language learning environment.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"8 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141228847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The omnipresent heterogeneity in every classroom challenges teachers of all types of different schools to meet the diverse, individual educational needs of their students. Despite the curricular guidelines of the federal states regarding differentiation and individualisation, the empirical basis of the demanding management of heterogeneous learning groups in the foreign language classroom is surprisingly scarce. This circumstance led to a quantitative study conducted in 2019, focusing on differentiation, and individualisation in the most frequently taught foreign languages in Germany (English, French, Italian and Spanish,). More than 600 foreign language teachers from all over Germany participated in the online survey, regardless of their specific subject combinations and school types. The results of the collected data illustrate the various learning group constellations, the used techniques, methods and materials, and their (dis-)advantageous features according to the respondents’ perception.
{"title":"Differenzierung und Individualisierung im Fremdsprachenunterricht –","authors":"M. Eisenmann","doi":"10.24053/flul-2024-0008","DOIUrl":"https://doi.org/10.24053/flul-2024-0008","url":null,"abstract":"The omnipresent heterogeneity in every classroom challenges teachers of all types of different schools to meet the diverse, individual educational needs of their students. Despite the curricular guidelines of the federal states regarding differentiation and individualisation, the empirical basis of the demanding management of heterogeneous learning groups in the foreign language classroom is surprisingly scarce. This circumstance led to a quantitative study conducted in 2019, focusing on differentiation, and individualisation in the most frequently taught foreign languages in Germany (English, French, Italian and Spanish,). More than 600 foreign language teachers from all over Germany participated in the online survey, regardless of their specific subject combinations and school types. The results of the collected data illustrate the various learning group constellations, the used techniques, methods and materials, and their (dis-)advantageous features according to the respondents’ perception.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"78 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141231126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper concerns practices of establishing common ground – mutual knowledge, mutual beliefs, and mutual assumptions – in talk-in-interaction between L1 and L2 speakers in video-mediated interactions (VMI). Specifically, I use the theory and methodology of conversation analysis and multimodality to first investigate how L1 speakers of German position L2 speakers in multilingual interactions and how they attempt to establish common ground prior to displaying their epistemic status. In addition, this paper investigates talk and embodied practices utilized by L1 speakers of German to establish common ground with L2 speakers of German prior to demonstrating their firsthand experience and expertise in videoconferencing conversations. By analyzing practices to establish common ground, this paper demonstrates the ways in which L1 speakers establish common ground with L2 speakers, namely 1) by co-constructing the meaning of the word without even having direct epistemic access to a particular cultural product, 2) by checking L2 speaker’s epistemic status, and 3) by asking follow-up questions.
{"title":"Aushandeln gemeinsamer Verständnisebenen in mehrsprachiger videobasierter Interaktion","authors":"Budimka Uskokovic","doi":"10.24053/flul-2024-0004","DOIUrl":"https://doi.org/10.24053/flul-2024-0004","url":null,"abstract":"This paper concerns practices of establishing common ground – mutual knowledge, mutual beliefs, and mutual assumptions – in talk-in-interaction between L1 and L2 speakers in video-mediated interactions (VMI). Specifically, I use the theory and methodology of conversation analysis and multimodality to first investigate how L1 speakers of German position L2 speakers in multilingual interactions and how they attempt to establish common ground prior to displaying their epistemic status. In addition, this paper investigates talk and embodied practices utilized by L1 speakers of German to establish common ground with L2 speakers of German prior to demonstrating their firsthand experience and expertise in videoconferencing conversations. By analyzing practices to establish common ground, this paper demonstrates the ways in which L1 speakers establish common ground with L2 speakers, namely 1) by co-constructing the meaning of the word without even having direct epistemic access to a particular cultural product, 2) by checking L2 speaker’s epistemic status, and 3) by asking follow-up questions.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"102 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141234521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Julia Magdalena PIECHOCKI-SERRA: Das Museum im Unterricht und der Unterricht im Museum – Deutsch als Fremdsprache und interkulturelle Kompetenz im Rahmen des Museo Vostell. Bern: Peter Lang 2022, 354 Seiten [77,05 €]","authors":"Luisa Alfes","doi":"10.24053/flul-2024-0009","DOIUrl":"https://doi.org/10.24053/flul-2024-0009","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"41 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Marcus CALLIES, Stefanie HEHNER, Philipp MEER, Michael WESTPHAL (Hrsg.): Glocalising Teaching English as an International Language. New Perspectives for Teaching and Teacher Education in Germany. London/New York: Routledge 2021, 238 Seiten [170 €, ebook 27 €]","authors":"Götz Schwab","doi":"10.24053/flul-2024-0010","DOIUrl":"https://doi.org/10.24053/flul-2024-0010","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"47 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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