Given the limited language competence of young L3-learners, the range of possible literature in French classes is very limited. The article presents the example of the young French Canadian writer Simon Boulerice and his novel Le dernier qui sort éteint la lumière in order to show how young learners could read and discuss selected parts of this novel in class. By focusing on transcultural aspects of the Quebec area, a task-based learning approach allows secondary pupils at B1-level to read the text, to learn about the intersectional complexity of life, and, hopefully, this motivates them to continue reading.
由于年轻的3年级学习者的语言能力有限，法语课上可能的文学作品范围非常有限。本文以年轻的法裔加拿大作家Simon Boulerice和他的小说《Le dennier qui sort samteint la lumi》为例，展示年轻学习者如何在课堂上阅读和讨论这部小说的选定部分。通过关注魁北克地区的跨文化方面，以任务为基础的学习方法允许b1级的中学生阅读文本，了解生活的交叉性复杂性，并希望这能激励他们继续阅读。
{"title":"Frankophone Jugendliteratur im Französischunterricht der Sekundarstufe I. Simon Boulerices Le dernier qui sort éteint la lumière","authors":"","doi":"10.24053/flul-2022-0002","DOIUrl":"https://doi.org/10.24053/flul-2022-0002","url":null,"abstract":"Given the limited language competence of young L3-learners, the range of possible literature in French classes is very limited. The article presents the example of the young French Canadian writer Simon Boulerice and his novel Le dernier qui sort éteint la lumière in order to show how young learners could read and discuss selected parts of this novel in class. By focusing on transcultural aspects of the Quebec area, a task-based learning approach allows secondary pupils at B1-level to read the text, to learn about the intersectional complexity of life, and, hopefully, this motivates them to continue reading.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129548389","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 deals with a research area of the ERASMUS+ project Developing Teaching competencies for Extensive Reading Programs (LEELU, 2016-2019), an international teacher training intervention on the topic of extensive or free voluntary reading. Subject-specific pedagogy experiences and insights of teachers who established this programme in German as a foreign language in grade 10 are highlighted. In Italy, the Netherlands and Hungary, teachers brought principles of free voluntary reading into practice and developed them further cooperatively. An open-ended teacher survey reveals the success of the programme. Interview transcripts deepen the results of the findings.
{"title":"Erkenntnisse von DaF-Lehrpersonen zur Didaktik des freien Lesens","authors":"D. Abitzsch, Ewout Van den Knaap","doi":"10.24053/flul-2022-0009","DOIUrl":"https://doi.org/10.24053/flul-2022-0009","url":null,"abstract":"This paper deals with a research area of the ERASMUS+ project Developing Teaching competencies for Extensive Reading Programs (LEELU, 2016-2019), an international teacher training intervention on the topic of extensive or free voluntary reading. Subject-specific pedagogy experiences and insights of teachers who established this programme in German as a foreign language in grade 10 are highlighted. In Italy, the Netherlands and Hungary, teachers brought principles of free voluntary reading into practice and developed them further cooperatively. An open-ended teacher survey reveals the success of the programme. Interview transcripts deepen the results of the findings.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122135093","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":"Gisela MAYR: Kompetenzentwicklung und Mehrsprachigkeit. Eine unterrichtsempirische Studie zur Modellierung mehrsprachiger kommunikativer Kompetenz in der Sekundarstufe II. Tübingen: Narr Francke Attempto 2020, 476 Seiten [78,00 €]","authors":"Steffi Morkötter","doi":"10.24053/flul-2022-0013","DOIUrl":"https://doi.org/10.24053/flul-2022-0013","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131815926","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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