In the discussion of international student mobility, virtual exchange(s) (VE) become increasingly important. Similar to on-site exchanges, VEs aim to provide students with an international experience and transcend geographical, social, and cultural boundaries. While students’ experiences with VEs have been presented repeatedly, this paper focuses on an aspect that features less prominently in the literature: the perceptions of a VE from the perspective of the facilitating team. We report on our experiences, interactions and reflections as supporting teacher educators in a VE project between German and New Zealand pre-service English teachers and New Zealand students of German. We employ the collaborative research approach of duoethnography to critically reflect on our experiences and practices with the VE as well as to portray our reflections on duoethnography as our chosen research approach. Our findings are based on continuous individual and collaborative written reflections throughout the project.
在关于国际学生流动性的讨论中，虚拟交流（VE）变得越来越重要。与现场交流类似，虚拟交流旨在为学生提供国际体验，超越地理、社会和文化界限。虽然学生在 VE 中的经历已被反复介绍，但本文重点关注的是文献中较少提及的一个方面：从促进团队的角度对 VE 的看法。我们报告了我们作为辅助教师教育者在德国和新西兰职前英语教师与新西兰德语学生之间的虚拟教育项目中的经验、互动和反思。我们采用双人人种学的合作研究方法，批判性地反思我们在 VE 项目中的经验和实践，并对我们所选择的双人人种学研究方法进行反思。我们的研究结果基于整个项目中持续的个人和合作书面反思。
{"title":"Interaktionsprozesse in einem virtuellen Austauschprojekt – duoethnografische Reflexionen der begleitenden Lehrpersonen","authors":"Christine Biebricher, Diana Feick, Petra Knorr","doi":"10.24053/flul-2024-0003","DOIUrl":"https://doi.org/10.24053/flul-2024-0003","url":null,"abstract":"In the discussion of international student mobility, virtual exchange(s) (VE) become increasingly important. Similar to on-site exchanges, VEs aim to provide students with an international experience and transcend geographical, social, and cultural boundaries. While students’ experiences with VEs have been presented repeatedly, this paper focuses on an aspect that features less prominently in the literature: the perceptions of a VE from the perspective of the facilitating team. We report on our experiences, interactions and reflections as supporting teacher educators in a VE project between German and New Zealand pre-service English teachers and New Zealand students of German. We employ the collaborative research approach of duoethnography to critically reflect on our experiences and practices with the VE as well as to portray our reflections on duoethnography as our chosen research approach. Our findings are based on continuous individual and collaborative written reflections throughout the project.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232834","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}
Virtual Exchange (VE) initiatives in higher education have seen an extraordinary increase in recent years. While the language of communication in VE in the great majority of cases is English, there is a considerable lack of studies on how VEs are conducted in other languages. In this paper, we report on some preliminary results of a VE project with Spanish as the lingua franca that took place in 2021 between members of the ENLIGHT Network as an extra-curricular activity. During the project various students of Spanish from different study backgrounds met in small groups via Zoom. The interactions, therefore, had the character of conversations-for-learning (Kasper/Kim 2015). None of the participants had the official role of a teacher or leader. The focus of this paper is on the question of the interactional self-management which means that we are looking at how the leading roles are managed. Specifically, we will analyze the common strategy of sharing the screen on Zoom. By comparing groups, we also provide insights into the effects of this particular practice on the interactions.
{"title":"„Vielleicht kann ich meinen Bildschirm teilen“ – Management von Spanisch-Online-Interaktionen im Rahmen eines Virtual Exchange","authors":"Marta García García, Najara Martínez Niño","doi":"10.24053/flul-2024-0005","DOIUrl":"https://doi.org/10.24053/flul-2024-0005","url":null,"abstract":"Virtual Exchange (VE) initiatives in higher education have seen an extraordinary increase in recent years. While the language of communication in VE in the great majority of cases is English, there is a considerable lack of studies on how VEs are conducted in other languages. In this paper, we report on some preliminary results of a VE project with Spanish as the lingua franca that took place in 2021 between members of the ENLIGHT Network as an extra-curricular activity. During the project various students of Spanish from different study backgrounds met in small groups via Zoom. The interactions, therefore, had the character of conversations-for-learning (Kasper/Kim 2015). None of the participants had the official role of a teacher or leader. The focus of this paper is on the question of the interactional self-management which means that we are looking at how the leading roles are managed. Specifically, we will analyze the common strategy of sharing the screen on Zoom. By comparing groups, we also provide insights into the effects of this particular practice on the interactions.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229299","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":"Anika FREESE, Oliver Niels VÖLKEL (Hrsg.): Gender_Vielfalt_Sexualität(en) im Fach Deutsch als Fremd- und Zweitsprache. München: iudicium 2022, 237 Seiten [30,00 € und Open Access]","authors":"Thorsten Merse","doi":"10.24053/flul-2024-0012","DOIUrl":"https://doi.org/10.24053/flul-2024-0012","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230701","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":"Katrin THOMSON (Hrsg.): Classroom Discourse Competence. Current Issues in Language Teaching and Teacher Education. Tübingen: Narr Francke Attempto 2022 (Studies in English Language Teaching. Augsburger Studien zur Englischdidaktik), 476 Seiten [49 €]","authors":"Marlene Aufgebauer","doi":"10.24053/flul-2023-0029","DOIUrl":"https://doi.org/10.24053/flul-2023-0029","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182230","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}
Incorporating digital gaming in the target language may be at odds with an inclusive approach to English language teaching, defined broadly, if these games exclude some participants due to technological features, disempowering content, or problematic actors. Despite these problems, however, digital games can equally offer opportunities for foreign language learning as well as for inclusion. This contribution describes a university-level seminar designed to foster pre-service teachers’ informed consideration of the opportunities and challenges associated with digital gaming in the English language classroom. An explanation of the theoretical principles and central elements of the learning opportunity for future English teachers is followed by a summary of the accompanying mixed-methods analysis. Subsequently, the ways in which the seminar supports the development of digital gaming literacy among the targeted pre-service teachers is discussed.
{"title":"Ene, mene, muh, raus bist du? Digitale Spiele als inklusive Lerngelegenheit in der Fremdsprachenlehrkraftbildung","authors":"Carolyn Blume","doi":"10.24053/flul-2023-0023","DOIUrl":"https://doi.org/10.24053/flul-2023-0023","url":null,"abstract":"Incorporating digital gaming in the target language may be at odds with an inclusive approach to English language teaching, defined broadly, if these games exclude some participants due to technological features, disempowering content, or problematic actors. Despite these problems, however, digital games can equally offer opportunities for foreign language learning as well as for inclusion. This contribution describes a university-level seminar designed to foster pre-service teachers’ informed consideration of the opportunities and challenges associated with digital gaming in the English language classroom. An explanation of the theoretical principles and central elements of the learning opportunity for future English teachers is followed by a summary of the accompanying mixed-methods analysis. Subsequently, the ways in which the seminar supports the development of digital gaming literacy among the targeted pre-service teachers is discussed.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182243","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":"Christiane LÜTGE (Hrsg.): Foreign Language Learning in the Digital Age. Theory and Pedagogy for Developing Literacies. London: Routledge 2022, 284 S","authors":"Jules Buendgens-Kosten","doi":"10.24053/flul-2023-0025","DOIUrl":"https://doi.org/10.24053/flul-2023-0025","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182232","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}
Educational Escape Games (EEG) are learning scenarios in which participants must solve a series of puzzles with a clear educational purpose in order to escape from a (fictional) locked room under time pressure. This paper examines two EEGs designed by teacher education students and play-tested with two Spanish classes (10th and 13th grade). The study focuses on the construct of learner engagement from the perspective of conversation analysis and investigates the extent to which learners engage cognitively, affectively, and socially. The results demonstrate that the participants jointly accomplished the task of solving the puzzles as a shared activity, underscoring the high potential of EEGs in promoting engagement with the target language. However, the interaction in the target language still presents a significant challenge.
{"title":"„weil es halt schwieriger ist zu reden als es einfach selber zu machen“ – Lernenden-Engagement und Escape Games im Spanischunterricht","authors":"Marta García García","doi":"10.24053/flul-2023-0021","DOIUrl":"https://doi.org/10.24053/flul-2023-0021","url":null,"abstract":"Educational Escape Games (EEG) are learning scenarios in which participants must solve a series of puzzles with a clear educational purpose in order to escape from a (fictional) locked room under time pressure. This paper examines two EEGs designed by teacher education students and play-tested with two Spanish classes (10th and 13th grade). The study focuses on the construct of learner engagement from the perspective of conversation analysis and investigates the extent to which learners engage cognitively, affectively, and socially. The results demonstrate that the participants jointly accomplished the task of solving the puzzles as a shared activity, underscoring the high potential of EEGs in promoting engagement with the target language. However, the interaction in the target language still presents a significant challenge.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182229","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":"Brooke R. SCHREIBER, Eunjeong LEE, Jennifer T. JOHNSON, Norah FAHIM: Lingustic Justice on Campus. Pedagogy and Advocacy for Multilingual Students. Bristol, Jackson: Multilingual Matters 2022 [44,95 €]","authors":"","doi":"10.24053/flul-2023-0031","DOIUrl":"https://doi.org/10.24053/flul-2023-0031","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182238","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}
Given that reading German scientific texts is an essential skill for international students in German-language degree programs, one would not expect that this key competence for academic success is hardly promoted at German universities. That is why the question arises of how international students can achieve the level of academic reading competence required in German-language degree programs. This paper focuses on findings from a study using educational design research to investigate the academic reading competence in L2 German of international students in humanities and social sciences. Through the development and implementation of an academic reading program for international students, valuable insights into the acquisition of this key competence were gained in authentic learning situations.
{"title":"Akademische Lesekompetenz in der L2 Deutsch","authors":"Silvia Introna","doi":"10.24053/flul-2023-0024","DOIUrl":"https://doi.org/10.24053/flul-2023-0024","url":null,"abstract":"Given that reading German scientific texts is an essential skill for international students in German-language degree programs, one would not expect that this key competence for academic success is hardly promoted at German universities. That is why the question arises of how international students can achieve the level of academic reading competence required in German-language degree programs. This paper focuses on findings from a study using educational design research to investigate the academic reading competence in L2 German of international students in humanities and social sciences. Through the development and implementation of an academic reading program for international students, valuable insights into the acquisition of this key competence were gained in authentic learning situations.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182240","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}
Jules Buendgens-Kosten, Frederik Cornille, Shannon Sauro
The EFL classroom can be a place in which students develop target language skills and overarching plurilingual competencies, but also their multilingual identities. Digital games – including interactive fiction (IF) – may play a role in this context, as participation in digital games and gaming practices has been claimed to afford identity work. This paper is based on a follow-up study for the “FanTALES” Erasmus+ project. Drawing on IF stories created in a pedagogic intervention and on follow-up focus group interviews, it finds that multilingual storytelling in an interactive fiction context was challenging for students, even though they self-assessed their productive plurilingual competencies as fairly high, and that the writing task itself was only partially successful in creating a ‘translanguaging space’ in which all linguistic resources could be used and valued.
{"title":"Teaching (multi)literacies, supporting multilingual identities","authors":"Jules Buendgens-Kosten, Frederik Cornille, Shannon Sauro","doi":"10.24053/flul-2023-0022","DOIUrl":"https://doi.org/10.24053/flul-2023-0022","url":null,"abstract":"The EFL classroom can be a place in which students develop target language skills and overarching plurilingual competencies, but also their multilingual identities. Digital games – including interactive fiction (IF) – may play a role in this context, as participation in digital games and gaming practices has been claimed to afford identity work. This paper is based on a follow-up study for the “FanTALES” Erasmus+ project. Drawing on IF stories created in a pedagogic intervention and on follow-up focus group interviews, it finds that multilingual storytelling in an interactive fiction context was challenging for students, even though they self-assessed their productive plurilingual competencies as fairly high, and that the writing task itself was only partially successful in creating a ‘translanguaging space’ in which all linguistic resources could be used and valued.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182237","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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