The article discusses the impact of multilingual researcher education on multilingual research practices at the Vrije Universiteit Brussel. Because of internationalising educational programmes in higher education, learner groups became more and more multilingual and heterogeneous, which calls for an appropriate pedagogical approach. The question is, how and to what extent multilingual researcher education programmes determine the success of dealing with multilingual research practices of (future) researchers. Multilingual research education within the programme of the Multilingual Master in Linguistics and Literary Studies at the Vrije Universiteit Brussel is discussed. It is felt that research methodology courses, master paper supervision and research internships in a multilingual context – where students can use more than one language in the research process – are considered an example of good practice in the light of the university’s successful internationalisation policy.
{"title":"Multilingual researcher education at the Vrije Universiteit Brussel: a case study","authors":"Katja Lochtmann","doi":"10.24053/flul-2022-0017","DOIUrl":"https://doi.org/10.24053/flul-2022-0017","url":null,"abstract":"The article discusses the impact of multilingual researcher education on multilingual research practices at the Vrije Universiteit Brussel. Because of internationalising educational programmes in higher education, learner groups became more and more multilingual and heterogeneous, which calls for an appropriate pedagogical approach. The question is, how and to what extent multilingual researcher education programmes determine the success of dealing with multilingual research practices of (future) researchers. Multilingual research education within the programme of the Multilingual Master in Linguistics and Literary Studies at the Vrije Universiteit Brussel is discussed. It is felt that research methodology courses, master paper supervision and research internships in a multilingual context – where students can use more than one language in the research process – are considered an example of good practice in the light of the university’s successful internationalisation policy.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130184643","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}
While picturebooks have been part of foreign language classrooms at primary level for quite some time, the potential of this literary format is now increasingly being discovered for the secondary level. The paper presents results from a reading project with secondary school learners in Year 9 of a German Realschule. In the first part, characteristics of picturebooks for young adults are identified. These are illustrated by sample picturebooks that were read in the project. Subsequently, the potential of picturebooks and their reading experiences. The learners read different texts in free reading phases and could choose from a range of follow-up tasks. Results of a questionnaire survey, a group discussion in class and the analysis of selected learner texts show what features of picturebooks make them interesting for students in secondary school and reveal picturebooks’ potential also for the secondary foreign language classroom.
{"title":"Picturebooks for teenagers? Erzählen mit Bild und Text in der Sekundartstufe","authors":"Heiko Kist, A. Kolb","doi":"10.24053/flul-2022-0004","DOIUrl":"https://doi.org/10.24053/flul-2022-0004","url":null,"abstract":"While picturebooks have been part of foreign language classrooms at primary level for quite some time, the potential of this literary format is now increasingly being discovered for the secondary level. The paper presents results from a reading project with secondary school learners in Year 9 of a German Realschule. In the first part, characteristics of picturebooks for young adults are identified. These are illustrated by sample picturebooks that were read in the project. Subsequently, the potential of picturebooks and their reading experiences. The learners read different texts in free reading phases and could choose from a range of follow-up tasks. Results of a questionnaire survey, a group discussion in class and the analysis of selected learner texts show what features of picturebooks make them interesting for students in secondary school and reveal picturebooks’ potential also for the secondary foreign language classroom.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115789047","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}
Texts in simple or simplified language have the power to enrich the EFL literary classroom. Since there is a vast number of graded readers or simple originals out there, we should benefit from them and use them to enhance reading in heterogeneous secondary classrooms. This article first outlines the ongoing discussion on the value of graded readers, especially in connection with learners’ perspectives and the aims of reading. The article then explores in detail the category of simplicity and how it manifests in young adult literature. To illustrate the practical use of simple texts, the results of selected extensive reading projects are briefly presented, along with the analysis of an exemplary literature project on Robinson Crusoe. Excerpts from guided interviews with three teachers who all carried out reading projects with graded readers are woven into the article to add experience-based knowledge.
{"title":"Breaking down barriers - Englische Lektüre in einfacher Sprache","authors":"N. Mayer","doi":"10.24053/flul-2022-0007","DOIUrl":"https://doi.org/10.24053/flul-2022-0007","url":null,"abstract":"Texts in simple or simplified language have the power to enrich the EFL literary classroom. Since there is a vast number of graded readers or simple originals out there, we should benefit from them and use them to enhance reading in heterogeneous secondary classrooms. This article first outlines the ongoing discussion on the value of graded readers, especially in connection with learners’ perspectives and the aims of reading. The article then explores in detail the category of simplicity and how it manifests in young adult literature. To illustrate the practical use of simple texts, the results of selected extensive reading projects are briefly presented, along with the analysis of an exemplary literature project on Robinson Crusoe. Excerpts from guided interviews with three teachers who all carried out reading projects with graded readers are woven into the article to add experience-based knowledge.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122568325","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}
Current literature from South Africa reflects some of the country’s vast cultural diversity and helps illustrate many of the challenges associated with struggles for equality, against the background of a painful and continuing history fraught with injustices. This article makes an argument for engaging with these literary texts in the secondary EFL classroom and proposes a reading of five contemporary texts featuring young adult protagonists. Taking a combined context-reader approach, it contends that such texts are not only conducive to rich cultural learning, but also to personal development at learners’ particular stages of self-formation. Involving themselves in some of South Africa’s historical, cultural, and moral complexities through literary texts offers adolescent learners a lens through which to view, reflect on, and potentially validate and consolidate some of their own multifaceted, possibly contradictory experiences, as selves-in-progress within their own diverse social contexts, and it provides language with which to do so.
{"title":"Reading South Africa as an Adolescent","authors":"Sabine Binder","doi":"10.24053/flul-2022-0005","DOIUrl":"https://doi.org/10.24053/flul-2022-0005","url":null,"abstract":"Current literature from South Africa reflects some of the country’s vast cultural diversity and helps illustrate many of the challenges associated with struggles for equality, against the background of a painful and continuing history fraught with injustices. This article makes an argument for engaging with these literary texts in the secondary EFL classroom and proposes a reading of five contemporary texts featuring young adult protagonists. Taking a combined context-reader approach, it contends that such texts are not only conducive to rich cultural learning, but also to personal development at learners’ particular stages of self-formation. Involving themselves in some of South Africa’s historical, cultural, and moral complexities through literary texts offers adolescent learners a lens through which to view, reflect on, and potentially validate and consolidate some of their own multifaceted, possibly contradictory experiences, as selves-in-progress within their own diverse social contexts, and it provides language with which to do so.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130215771","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}
On this basis of the data collected and analyzed in my dissertation, this article discusses what added value literary texts could have for reading comprehension in German as a foreign language teaching at secondary level I. It displays the effect of an intensive literature-based foreign language teaching on reading comprehension. We investigated whether students’ reading skills improve when the regular German curriculum is partially replaced by an intensive lit4erature programme. For two years, six schools participated in the study, resulting in a total of 12 classes. Each school had an experimental group and a control group. In the experimental groups, approximately 30 lessons were replaced by an intensive literature programme, while the control groups follow the regular curriculum. At the beginning and at the end of the school year, all pupils took reading comprehension tests. The results show that in both cohorts, pupils in all experimental groups are more proficient in reading than those in the regular curriculum.
{"title":"Schulische Vermittlung fremdsprachlicher Lesekompetenz im DaF-Unterricht der Sekundarstufe I","authors":"Elisabeth Lehrner-te Lindert","doi":"10.24053/flul-2022-0003","DOIUrl":"https://doi.org/10.24053/flul-2022-0003","url":null,"abstract":"On this basis of the data collected and analyzed in my dissertation, this article discusses what added value literary texts could have for reading comprehension in German as a foreign language teaching at secondary level I. It displays the effect of an intensive literature-based foreign language teaching on reading comprehension. We investigated whether students’ reading skills improve when the regular German curriculum is partially replaced by an intensive lit4erature programme. For two years, six schools participated in the study, resulting in a total of 12 classes. Each school had an experimental group and a control group. In the experimental groups, approximately 30 lessons were replaced by an intensive literature programme, while the control groups follow the regular curriculum. At the beginning and at the end of the school year, all pupils took reading comprehension tests. The results show that in both cohorts, pupils in all experimental groups are more proficient in reading than those in the regular curriculum.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114743824","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":"N. Mayer","doi":"10.24053/flul-2022-0001","DOIUrl":"https://doi.org/10.24053/flul-2022-0001","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129285140","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 role that Young Adult Literature can play for developing foreign language learnersֹ’ critical literacy in secondary schools. Drawing on Paulo Freire’s Critical Pedagogy and approaches in literature and language pedagogy, critical literacy is understood as learners’ competence to critically reflect and question established beliefs, texts, representations and power relationships with the aim of participating in social transformation. The paper argues that critical literacy can be seen as a central goal of literature classes and illustrates how it can be transferred into classroom practice. Several texts are presented to show how learners may be encouraged to critically reflect social, political and environmental issues of global importance, such as climate change, racism, or social justice, thus developing skills they need to become critical agents of change.
{"title":"Young Adult Literature and critical literacy - politische Bildung im fremdsprachlichen Literaturunterricht","authors":"Britta Freitag-Hild","doi":"10.24053/flul-2022-0008","DOIUrl":"https://doi.org/10.24053/flul-2022-0008","url":null,"abstract":"This paper explores the role that Young Adult Literature can play for developing foreign language learnersֹ’ critical literacy in secondary schools. Drawing on Paulo Freire’s Critical Pedagogy and approaches in literature and language pedagogy, critical literacy is understood as learners’ competence to critically reflect and question established beliefs, texts, representations and power relationships with the aim of participating in social transformation. The paper argues that critical literacy can be seen as a central goal of literature classes and illustrates how it can be transferred into classroom practice. Several texts are presented to show how learners may be encouraged to critically reflect social, political and environmental issues of global importance, such as climate change, racism, or social justice, thus developing skills they need to become critical agents of change.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130471220","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}
Although student competitions play an important role in school life, they are hardly discussed in the field of foreign language didactics (referring to the German context). This article presents the two largest competitions for French language teaching, Prix des lycéens and Francomics, and explores their potential for engaging with literary texts in a school context. What seems particularly successful about the competitions is that they take students seriously as readers and challenge them to engage creatively with the works they read. This is especially meaningful since French language teaching in schools has been facing many challenges. The competitions seek to redress such difficulties by providing a selection of current French books for adolescent readers, by offering additional teaching material and other services, and ultimately enriching and supplementing French lessons.
尽管学生竞赛在学校生活中扮演着重要的角色，但在外语教学领域(参照德语语境)却很少被讨论。本文介绍了两个最大的法语教学竞赛，Prix des lycmacens和Francomics，并探讨了它们在学校背景下与文学文本互动的潜力。这些比赛的成功之处在于，他们把学生当作读者来对待，并挑战他们创造性地参与到他们所读的作品中。在学校法语教学面临诸多挑战的情况下，这一点尤其有意义。这些竞赛试图通过为青少年读者提供精选的法语书籍、提供额外的教材和其他服务，最终丰富和补充法语课程，来解决这些困难。
{"title":"Literaturwettbewerbe - ein sinnvoller Beitrag für den fremdsprachlichen Literaturunterricht? Überlegungen zu den französischen Wettbewerben Prix des lycéens und Francomics","authors":"D. Caspari","doi":"10.24053/flul-2022-0006","DOIUrl":"https://doi.org/10.24053/flul-2022-0006","url":null,"abstract":"Although student competitions play an important role in school life, they are hardly discussed in the field of foreign language didactics (referring to the German context). This article presents the two largest competitions for French language teaching, Prix des lycéens and Francomics, and explores their potential for engaging with literary texts in a school context. What seems particularly successful about the competitions is that they take students seriously as readers and challenge them to engage creatively with the works they read. This is especially meaningful since French language teaching in schools has been facing many challenges. The competitions seek to redress such difficulties by providing a selection of current French books for adolescent readers, by offering additional teaching material and other services, and ultimately enriching and supplementing French lessons.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121643882","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":"Anastasia DRACKERT, Mirka MAINZER-MURRENHOFF, Anna SOLTYSKA, Anna TIMUKOVA (Hrsg.): Testen bildungssprachlicher Kompetenzen und akademischer Sprachkompetenzen. Zugänge für Schule und Hochschule. Berlin: Lang 2020, 326 Seiten [69,95 €]","authors":"J. Gamper","doi":"10.24053/flul-2022-0014","DOIUrl":"https://doi.org/10.24053/flul-2022-0014","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129086290","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":"Christine E. POTEAU (ed.): Effects of Service Learning in Foreign and Second Language Courses. London: Routledge 2021, 170 Seiten [96,00 £]","authors":"Daniela Elsen, Heike Niesen","doi":"10.24053/flul-2022-0012","DOIUrl":"https://doi.org/10.24053/flul-2022-0012","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132484377","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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