This article takes an important step towards improving the theory and practice of foreign language teaching with (self-)portraits. It discusses their teaching potential and impact on students’ empathy towards cultural identities. The first part presents the current state of the art of working with pictures in the foreign language classroom. Then, this article approaches paintings from the perspective of arts education and explores avenues through which art can teach students foreign language competences including their ability to empathize with other cultures. Empirical studies which evaluate to what extent art works may contribute to language learning and developing empathy will be considered. This paper highlights current trends in the teaching of visual literacy and introduces the idea of working with (self-)portraits in foreign language education. In addition, it examines how practical learning opportunities can be created by analyzing visual input (here: a self-portrait of the painter Frida Kahlo) and how the students’ creation of their own portraits can be a meaningful tool in the language classroom. By doing so, the interplay of students’ personality traits and foreign language learning while working with fine arts will be discussed.
{"title":"Bildende Kunst und fremdsprachliches Lernen: (Selbst-)Portraits und ihr besonderes Potenzial für die Entwicklung von Empathiefähigkeit","authors":"Luisa Alfes","doi":"10.24053/flul-2023-0003","DOIUrl":"https://doi.org/10.24053/flul-2023-0003","url":null,"abstract":"This article takes an important step towards improving the theory and practice of foreign language teaching with (self-)portraits. It discusses their teaching potential and impact on students’ empathy towards cultural identities. The first part presents the current state of the art of working with pictures in the foreign language classroom. Then, this article approaches paintings from the perspective of arts education and explores avenues through which art can teach students foreign language competences including their ability to empathize with other cultures. Empirical studies which evaluate to what extent art works may contribute to language learning and developing empathy will be considered. This paper highlights current trends in the teaching of visual literacy and introduces the idea of working with (self-)portraits in foreign language education. In addition, it examines how practical learning opportunities can be created by analyzing visual input (here: a self-portrait of the painter Frida Kahlo) and how the students’ creation of their own portraits can be a meaningful tool in the language classroom. By doing so, the interplay of students’ personality traits and foreign language learning while working with fine arts will be discussed.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127760895","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 Corona pandemic has highlighted the consequences of individuals remaining in filter bubbles, in which background assumptions and subjective value systems are not recognised as such and are thus neither evaluated nor reflected upon. However, mutual understanding, or at least the willingness to engage with other perspectives, is the basis for our democratic coexistence. This article addresses the question of how the use of literature in the foreign-language classroom can contribute to stimulating the students’ self-reflection and reflection on the world. It discusses an understanding of the EFL classroom as an irritation-friendly space, in which the potential of literature can be explored through a changed view of the learners. It also argues for the consideration of the developmental tasks of adolescence as text selection criteria. Finally, it explores a comparison of the didactics of Fremdverstehen and a pedagogy of discomfort.
{"title":"Das Potenzial der Literatur für Selbst- und Welt- reflexion im Fremdsprachenunterricht","authors":"Christine Gardemann","doi":"10.24053/flul-2023-0005","DOIUrl":"https://doi.org/10.24053/flul-2023-0005","url":null,"abstract":"The Corona pandemic has highlighted the consequences of individuals remaining in filter bubbles, in which background assumptions and subjective value systems are not recognised as such and are thus neither evaluated nor reflected upon. However, mutual understanding, or at least the willingness to engage with other perspectives, is the basis for our democratic coexistence. This article addresses the question of how the use of literature in the foreign-language classroom can contribute to stimulating the students’ self-reflection and reflection on the world. It discusses an understanding of the EFL classroom as an irritation-friendly space, in which the potential of literature can be explored through a changed view of the learners. It also argues for the consideration of the developmental tasks of adolescence as text selection criteria. Finally, it explores a comparison of the didactics of Fremdverstehen and a pedagogy of discomfort.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132547161","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":"Bernt AHRENHOLZ, Martina ROST-ROTH (Hrsg.): Ein Blick zurück nach vorn: Frühe deutsche Forschung zu Zweitspracherwerb, Migration, Mehrsprachigkeit und zweitsprachbezogener Sprachdidaktik sowie ihre Bedeutung heute. Berlin, Boston: De Gruyter 2021, 305 Seiten [102,95 €]","authors":"Christine Czinglar","doi":"10.24053/flul-2023-0013","DOIUrl":"https://doi.org/10.24053/flul-2023-0013","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130379917","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}
Slam poetry and poetry slams position a performative act at the forefront of the foreign language classroom, and thereby present numerous possibilities for linguistic, cultural and artistic teaching and learning. This allows for a form of applied language to be learned and experimented with that draws attention to the receptive and interpretive possibilities of the utterances as well as to the aesthetic dimensions of texts and the media of their presentation. Slam poetry in the foreign language classroom can enable immediate impressions and interactions, most typically among young slammers, and encourage closer analysis of texts, their performance, and the media involved in their performance. Slam poetry can also encourage students to create and perform their own texts. Such assignments promote basic communicative competencies as well as individual skill sets. This contribution will articulate these aspects on the basis of recent research on slam poetry and poetry slams in the foreign language classroom. It will also cover newer empirical studies of the successes of performative pedagogies, of poetic practice with spoken poems, and of learning to recite poetry in a foreign language. An example of such a praxis will show how learners can compose their own slam poetry and present their poems in (public) poetry slams that they organize themselves or in self-produced poetry videos.
{"title":"Slam Poetry and Poetry Slams im Fremdsprachen- unterricht: Erleben, Analysieren, selbst Verfassen und Präsentieren","authors":"Almut Hille","doi":"10.24053/flul-2023-0006","DOIUrl":"https://doi.org/10.24053/flul-2023-0006","url":null,"abstract":"Slam poetry and poetry slams position a performative act at the forefront of the foreign language classroom, and thereby present numerous possibilities for linguistic, cultural and artistic teaching and learning. This allows for a form of applied language to be learned and experimented with that draws attention to the receptive and interpretive possibilities of the utterances as well as to the aesthetic dimensions of texts and the media of their presentation. Slam poetry in the foreign language classroom can enable immediate impressions and interactions, most typically among young slammers, and encourage closer analysis of texts, their performance, and the media involved in their performance. Slam poetry can also encourage students to create and perform their own texts. Such assignments promote basic communicative competencies as well as individual skill sets. This contribution will articulate these aspects on the basis of recent research on slam poetry and poetry slams in the foreign language classroom. It will also cover newer empirical studies of the successes of performative pedagogies, of poetic practice with spoken poems, and of learning to recite poetry in a foreign language. An example of such a praxis will show how learners can compose their own slam poetry and present their poems in (public) poetry slams that they organize themselves or in self-produced poetry videos.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116981264","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}
Content and Language Integrated Learning (CLIL) combining the subjects English and art lends itself to heterogeneous language learners at the primary level due to the emphasis on highly visualized task-based and action-oriented learning. Against this backdrop, a comprehensive, qualitative-dominant mixed-methods research study was carried out. The article focuses on how primary pupils with different levels of competence in English make use of CLIL tasks for developing their competences in both subjects. We provide insights into two CLIL tasks including short conversation analyses from dialogues between the pupils. The research design is laid out in detail. In the data analysis we focus on four criteria for assessing the pupil’s speaking competences in the CLIL setting. The results indicate that strong and average pupils could benefit from the CLIL in very similar ways to develop both language- and content-based competences whereas the group of the pupils with weaker competences in English utilize this setting in a significantly different way needing more and diverse scaffolding for the dual-focused learning
{"title":"Heterogenitätsfreundlicher CLIL-Unterricht auf der Primarstufe. Eine Good Practice-Studie wie heterogene Englischlernende bilinguale Module in der Fächerfusion Englisch und Bildnerisches Gestalten für ihr Lernen nutzen","authors":"Silvia Frank Schmid, N. Mayer","doi":"10.24053/flul-2022-0022","DOIUrl":"https://doi.org/10.24053/flul-2022-0022","url":null,"abstract":"Content and Language Integrated Learning (CLIL) combining the subjects English and art lends itself to heterogeneous language learners at the primary level due to the emphasis on highly visualized task-based and action-oriented learning. Against this backdrop, a comprehensive, qualitative-dominant mixed-methods research study was carried out. The article focuses on how primary pupils with different levels of competence in English make use of CLIL tasks for developing their competences in both subjects. We provide insights into two CLIL tasks including short conversation analyses from dialogues between the pupils. The research design is laid out in detail. In the data analysis we focus on four criteria for assessing the pupil’s speaking competences in the CLIL setting. The results indicate that strong and average pupils could benefit from the CLIL in very similar ways to develop both language- and content-based competences whereas the group of the pupils with weaker competences in English utilize this setting in a significantly different way needing more and diverse scaffolding for the dual-focused learning","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114414971","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}
Our contribution presents the DISSECT framework we have developed in order to foster the reflexive education of plurilingual researchers regarding contexts, approaches and opportunities of multilingual research. The framework focusses on multilingual social contexts, within which research takes place, and on plurilingual researchers and their individual linguistic resources. We discuss the scope and dimensions of multilingual research approaches and systematise six language-related aspects of decision-making during the research process. We then consider the systemic perspective, extend our considerations to the international research community and discuss the opportunities and challenges of multilingual research approaches with regard to the hegemonic role of English in academic contexts. Our examples illustrate specific language-related choices in the research process and possible consequences. We discuss how plurilingual researchers can be encouraged to systematically reflect on language-related aspects of their research process as a way of not only supporting multilingual research approaches, but also social justice aspects that are related to this. While our considerations take the field of language education research as their starting point, the proposed framework is also applicable to other disciplines.
{"title":"DISSECTing multilingual research in the field of language education: a framework for researcher development","authors":"Britta Viebrock, G. Meier, Randa Aisabahi","doi":"10.24053/flul-2022-0016","DOIUrl":"https://doi.org/10.24053/flul-2022-0016","url":null,"abstract":"Our contribution presents the DISSECT framework we have developed in order to foster the reflexive education of plurilingual researchers regarding contexts, approaches and opportunities of multilingual research. The framework focusses on multilingual social contexts, within which research takes place, and on plurilingual researchers and their individual linguistic resources. We discuss the scope and dimensions of multilingual research approaches and systematise six language-related aspects of decision-making during the research process. We then consider the systemic perspective, extend our considerations to the international research community and discuss the opportunities and challenges of multilingual research approaches with regard to the hegemonic role of English in academic contexts. Our examples illustrate specific language-related choices in the research process and possible consequences. We discuss how plurilingual researchers can be encouraged to systematically reflect on language-related aspects of their research process as a way of not only supporting multilingual research approaches, but also social justice aspects that are related to this. While our considerations take the field of language education research as their starting point, the proposed framework is also applicable to other disciplines.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123903369","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 presents a research project that focuses on the holistic assessment of linguistic competences of bilingual adolescents – both in their heritage language (Russian or Polish) and in German, the language of the environment – and also takes into account foreign languages learned at school. In addition to extensive surveys of language proficiency, the perceptions of the young people, their parents and teachers, on language use in the family, bilingual education, attitudes towards multilingualism and teaching in the heritage language were collected in guided interviews. In line with the dynamic model of multilingualism (Herdina/Jessner 2002), the study was carried out in a joint project as a longitudinal investigation over a period of four years at three different locations (Berlin, Hamburg, Leipzig). The paper discusses the time-consuming and resource-intensive multilingual study design with different test administrators for the languages studied as well as the development of special survey instruments for multilinguals.
{"title":"Forschungsmethodische Herausforderungen in der Mehrsprachigkeitsforschung: am Beispiel eines longitudinalen Verbundprojekts mit bilingualen Jugendlichen","authors":"G. Mehlhorn","doi":"10.24053/flul-2022-0021","DOIUrl":"https://doi.org/10.24053/flul-2022-0021","url":null,"abstract":"This article presents a research project that focuses on the holistic assessment of linguistic competences of bilingual adolescents – both in their heritage language (Russian or Polish) and in German, the language of the environment – and also takes into account foreign languages learned at school. In addition to extensive surveys of language proficiency, the perceptions of the young people, their parents and teachers, on language use in the family, bilingual education, attitudes towards multilingualism and teaching in the heritage language were collected in guided interviews. In line with the dynamic model of multilingualism (Herdina/Jessner 2002), the study was carried out in a joint project as a longitudinal investigation over a period of four years at three different locations (Berlin, Hamburg, Leipzig). The paper discusses the time-consuming and resource-intensive multilingual study design with different test administrators for the languages studied as well as the development of special survey instruments for multilinguals.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126483794","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}
Existing transcription conventions for spoken language provide extensive solutions to transcribe specific languages, and they can often be adapted to the transcription of other languages. However, the issue is more complex when the audio material is multilingual. In the case of bilingual data and if both languages are clearly distinguishable from each other, this can still be solved by simple typographical marking (regular vs. oblique), but it requires more elaborate solutions to visualize multilingualism and language hybrids, that can be particularly frequent in settings of language learning. For this purpose, I present a transcription system developed for polyglot speaking. With regard to practices of international publishing, but also for the access to languages that are not understood by the entire readership, the translation of language data is discussed in a final chapter.
{"title":"Die Verarbeitung von mehrsprachigen Gesprächsaufnahmen. Vorschläge zur Transkription mündlicher Sprachdaten in der Fremdsprachenforschung","authors":"C. Koch","doi":"10.24053/flul-2022-0020","DOIUrl":"https://doi.org/10.24053/flul-2022-0020","url":null,"abstract":"Existing transcription conventions for spoken language provide extensive solutions to transcribe specific languages, and they can often be adapted to the transcription of other languages. However, the issue is more complex when the audio material is multilingual. In the case of bilingual data and if both languages are clearly distinguishable from each other, this can still be solved by simple typographical marking (regular vs. oblique), but it requires more elaborate solutions to visualize multilingualism and language hybrids, that can be particularly frequent in settings of language learning. For this purpose, I present a transcription system developed for polyglot speaking. With regard to practices of international publishing, but also for the access to languages that are not understood by the entire readership, the translation of language data is discussed in a final chapter.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131840400","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":"Sarah DIETRICH-GRAPPIN: Mehrsprachigkeit als Bildungsziel im schulischen Tertiärsprachenunterricht. Transferbasierte Kommunikationsstrategien im Kontext von spontaner Mündlichkeit und Zwei-Sprachen-Aufgaben. Trier: Wissenschaftlicher Verlag Trier 2020 (Studien zur Fremdsprachendidaktik und Spracherw","authors":"Carmen Konzett-Firth","doi":"10.24053/flul-2022-0026","DOIUrl":"https://doi.org/10.24053/flul-2022-0026","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129264492","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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