Second-language (L2) learner motivation has been a thriving subfield within L2 acquisition research for decades, particularly since the development of the L2 Motivational Self System (L2MSS), a multi-faceted motivational theory. This survey-based study examines (1) whether L2MSS facets differ between students intending to continue (or discontinue) learning German past the language requirement and (2) whether any relationship exists between the different selves within the L2MSS, students’ L2 Learning Experience (L2E), and their Willingness to Communicate (WTC). Third-semester learners’ mean ratings of their Ideal Self, Anti-Ought-To Self, WTC, and Attitudes Toward the L2 Community were significantly higher among students intending to continue German study beyond the language requirement (N = 28) than those discontinuing study (N = 46). Multiple regression analyses predicted a positive effect of the Ideal Self on ratings of both L2E and WTC. Qualitative analysis revealed themes of fear and positive attitudes toward the German language/culture among learners intending to continue German study, while non-continuers predominantly mentioned the language requirement. Both continuers and non-continuers mentioned the concrete and abstract utility of language learning as an additional motivation. The implications of these results for student recruitment and retention in German language programs are discussed.
{"title":"Going above and beyond: Motivations of L2 German learners to (dis)continue language study","authors":"Megan Wadas, Julia Goetze, Carrie Jackson","doi":"10.1111/tger.12274","DOIUrl":"10.1111/tger.12274","url":null,"abstract":"<p>Second-language (L2) learner motivation has been a thriving subfield within L2 acquisition research for decades, particularly since the development of the L2 Motivational Self System (L2MSS), a multi-faceted motivational theory. This survey-based study examines (1) whether L2MSS facets differ between students intending to continue (or discontinue) learning German past the language requirement and (2) whether any relationship exists between the different selves within the L2MSS, students’ L2 Learning Experience (L2E), and their Willingness to Communicate (WTC). Third-semester learners’ mean ratings of their Ideal Self, Anti-Ought-To Self, WTC, and Attitudes Toward the L2 Community were significantly higher among students intending to continue German study beyond the language requirement (<i>N = </i>28) than those discontinuing study (<i>N = </i>46). Multiple regression analyses predicted a positive effect of the Ideal Self on ratings of both L2E and WTC. Qualitative analysis revealed themes of <i>fear</i> and <i>positive attitudes toward the German language/culture</i> among learners intending to continue German study, while non-continuers predominantly mentioned the <i>language requirement</i>. Both continuers and non-continuers mentioned the <i>concrete and abstract utility</i> of language learning as an additional motivation. The implications of these results for student recruitment and retention in German language programs are discussed.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"87-102"},"PeriodicalIF":0.3,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12274","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>In response to a series of enrollment challenges, I have developed online sections for all German courses, usually offered simultaneously with synchronous instruction within a single course, as well as introduced labor-based grading, eschewing summative performance assessments. This Forum article outlines these efforts and describes how they are fostering program gains. For a decade, my small program at a Midwestern metropolitan university has been under pressure to grow in a difficult environment. In 2018, the board of the largest suburban school district in the region ended middle-school German. Disciplines that have historically awarded the bachelor of arts have begun to offer the bachelor of science to circumvent the four-semester language requirement. Dual enrollment options for high school students have increased, which promotes undergraduate recruitment but automatically shrinks introductory and intermediate courses. Finally, an ongoing budget crisis in our university system has threatened small programs. Meanwhile, as the sole full-time professor in a language program that includes both a major and a minor, I develop and maintain the dual-mode curriculum—both in-person and online—for a regular rotation of 14 courses, as well as providing all the student support required for program upkeep, such as advising and rapport- and community-building. These circumstances have made it impossible to launch the high school outreach to which I aspire.</p><p>Enrollment began to plummet in the 2010s. After years of having up to 30 students every fall in our third-semester course, only 17 enrolled in fall 2016, an abrupt and marked decline. We had gained a third section of first-semester German only to watch enrollment dive so quickly that we finally had only one. Upper-division courses, which had historically been small but usually still met the 10-student minimum and often rose to the mid- to high teens, soon shrunk to anxiety-provoking lows of four to seven. However, in the last 2 years, despite continued lower enrollment at the intermediate level primarily attributable to fewer new students from high schools, we have re-established a second section of introductory German in fall semesters, and upper-division courses are beginning to climb again. Most importantly, more students are pursuing majors and minors: after a combined low of nine in spring 2020, there are currently 19 four years later (see Table 1). I credit two fundamental changes for this momentum: the development of online modes for every course and the rejection of performance-based summative assessments in favor of labor-based grading (Inoue, <span>2019</span>; Tobin & Behling, <span>2018</span>).</p><p>Since fall 2021, I have been creating online sections for each course so that students can opt to participate in person or asynchronously. Although we encourage synchronous instruction, we make a small number of online “seats” available to those with temporal or spatial restrictions
{"title":"Retaining students through labor-based grading and dual modality","authors":"Gwyneth Cliver","doi":"10.1111/tger.12273","DOIUrl":"https://doi.org/10.1111/tger.12273","url":null,"abstract":"<p>In response to a series of enrollment challenges, I have developed online sections for all German courses, usually offered simultaneously with synchronous instruction within a single course, as well as introduced labor-based grading, eschewing summative performance assessments. This Forum article outlines these efforts and describes how they are fostering program gains. For a decade, my small program at a Midwestern metropolitan university has been under pressure to grow in a difficult environment. In 2018, the board of the largest suburban school district in the region ended middle-school German. Disciplines that have historically awarded the bachelor of arts have begun to offer the bachelor of science to circumvent the four-semester language requirement. Dual enrollment options for high school students have increased, which promotes undergraduate recruitment but automatically shrinks introductory and intermediate courses. Finally, an ongoing budget crisis in our university system has threatened small programs. Meanwhile, as the sole full-time professor in a language program that includes both a major and a minor, I develop and maintain the dual-mode curriculum—both in-person and online—for a regular rotation of 14 courses, as well as providing all the student support required for program upkeep, such as advising and rapport- and community-building. These circumstances have made it impossible to launch the high school outreach to which I aspire.</p><p>Enrollment began to plummet in the 2010s. After years of having up to 30 students every fall in our third-semester course, only 17 enrolled in fall 2016, an abrupt and marked decline. We had gained a third section of first-semester German only to watch enrollment dive so quickly that we finally had only one. Upper-division courses, which had historically been small but usually still met the 10-student minimum and often rose to the mid- to high teens, soon shrunk to anxiety-provoking lows of four to seven. However, in the last 2 years, despite continued lower enrollment at the intermediate level primarily attributable to fewer new students from high schools, we have re-established a second section of introductory German in fall semesters, and upper-division courses are beginning to climb again. Most importantly, more students are pursuing majors and minors: after a combined low of nine in spring 2020, there are currently 19 four years later (see Table 1). I credit two fundamental changes for this momentum: the development of online modes for every course and the rejection of performance-based summative assessments in favor of labor-based grading (Inoue, <span>2019</span>; Tobin & Behling, <span>2018</span>).</p><p>Since fall 2021, I have been creating online sections for each course so that students can opt to participate in person or asynchronously. Although we encourage synchronous instruction, we make a small number of online “seats” available to those with temporal or spatial restrictions","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"52-56"},"PeriodicalIF":0.3,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141084984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Kate Paesani and Mandy Menke advance the discourse on multiliteracies in language education with this practical volume for educators. They address teachers of all languages and levels, who may have varying levels of interest in shifting to a multiliteracies approach. Intended as a guidebook, the volume's two parts address the theory and practice of implementing this approach in language pedagogy and the practical aspects of integrating it with frameworks teachers may already know and use, like communicative language teaching. The companion website offers supplemental materials such as sample lesson plans and structured templates that teachers can use to plan their own units and lessons. It is easy to imagine this book being used as part of a reading group for language educators (perhaps facilitated by a language or teaching center) or as part of a course on second language pedagogy for newer instructors.</p><p>The book is divided into two parts, which address the theory and the practice of adopting a multiliteracies approach. Part I summarizes previous research on multiliteracies in backward design (Chapter 2), discusses how to set clear and achievable learning objectives and how to communicate them to students (Chapter 3), provides practical ideas for selecting and designing activities around texts, defined broadly (Chapter 4), and establishes principles and practices for designing literacies-based assessments (Chapter 5).</p><p>Part II presents the four processes of multiliteracies, which are loosely based on Bloom's original taxonomy: experiencing, conceptualizing, analyzing, and applying. Paesani and Menke provide activity types for each of the processes. This section also addresses the real concerns that teachers might hold with regard to designing and implementing multiliteracies pedagogy. Instructors may worry about the challenge of designing multiliteracies lessons for novice-level learners, the extra time required to find texts, planning lessons that carry students through all four multiliteracies processes, and the possibility that teachers’ courses may exist within a sequence where not every course takes the same approach, especially in higher education, but in K-12 settings as well.</p><p>In the five chapters of Part II, the authors present practical strategies for aligning curriculum and teaching practices with objectives and assessments and for using backward design within a multiliteracies framework. Chapter 6 dives more deeply into the four knowledge processes central to multiliteracies—experiencing, conceptualizing, analyzing, and applying—and shows how they fit into the seven stages of a lesson. The goals of employing these processes are twofold: (1) to ensure that students understand texts and broader genre conventions and (2) to make sure that they can create context- and audience-appropriate texts themselves. Each following chapter addresses one of the four knowledge processes, defining the term and explaining its role in
{"title":"Review of Literacies in Language Education (Paesani and Menke)","authors":"Karin Maxey","doi":"10.1111/tger.12276","DOIUrl":"10.1111/tger.12276","url":null,"abstract":"<p>Kate Paesani and Mandy Menke advance the discourse on multiliteracies in language education with this practical volume for educators. They address teachers of all languages and levels, who may have varying levels of interest in shifting to a multiliteracies approach. Intended as a guidebook, the volume's two parts address the theory and practice of implementing this approach in language pedagogy and the practical aspects of integrating it with frameworks teachers may already know and use, like communicative language teaching. The companion website offers supplemental materials such as sample lesson plans and structured templates that teachers can use to plan their own units and lessons. It is easy to imagine this book being used as part of a reading group for language educators (perhaps facilitated by a language or teaching center) or as part of a course on second language pedagogy for newer instructors.</p><p>The book is divided into two parts, which address the theory and the practice of adopting a multiliteracies approach. Part I summarizes previous research on multiliteracies in backward design (Chapter 2), discusses how to set clear and achievable learning objectives and how to communicate them to students (Chapter 3), provides practical ideas for selecting and designing activities around texts, defined broadly (Chapter 4), and establishes principles and practices for designing literacies-based assessments (Chapter 5).</p><p>Part II presents the four processes of multiliteracies, which are loosely based on Bloom's original taxonomy: experiencing, conceptualizing, analyzing, and applying. Paesani and Menke provide activity types for each of the processes. This section also addresses the real concerns that teachers might hold with regard to designing and implementing multiliteracies pedagogy. Instructors may worry about the challenge of designing multiliteracies lessons for novice-level learners, the extra time required to find texts, planning lessons that carry students through all four multiliteracies processes, and the possibility that teachers’ courses may exist within a sequence where not every course takes the same approach, especially in higher education, but in K-12 settings as well.</p><p>In the five chapters of Part II, the authors present practical strategies for aligning curriculum and teaching practices with objectives and assessments and for using backward design within a multiliteracies framework. Chapter 6 dives more deeply into the four knowledge processes central to multiliteracies—experiencing, conceptualizing, analyzing, and applying—and shows how they fit into the seven stages of a lesson. The goals of employing these processes are twofold: (1) to ensure that students understand texts and broader genre conventions and (2) to make sure that they can create context- and audience-appropriate texts themselves. Each following chapter addresses one of the four knowledge processes, defining the term and explaining its role in ","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"140-141"},"PeriodicalIF":0.3,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper provides concrete suggestions for teaching two Holocaust testimonies, Irene Hauser's diary and Ruth Klüger's memoir Still Alive. Hauser's and Klüger's texts effectively illustrate the differences between diaries and memoirs while recounting similar experiences. Such a comparative analysis, I argue, achieves two goals: First, by comparing two different types of autobiographical texts, students gain a deeper understanding and appreciation of the complexities, contradictions, and tensions inherent in autobiographical writing, ultimately encouraging students to become more accepting of ambiguity in their learning. Second, by focusing on Holocaust testimonies, students learn about persecution, injustice, and oppression, increasing their awareness of global issues, interculturalism, and social justice. The pedagogical approach and teaching suggestions outlined here are easily adaptable and can be applied to the teaching of autobiographical writing in other thematic contexts.
{"title":"A comparative analysis of literary testimony: Teaching with Holocaust diaries and memoirs","authors":"Sarah Painitz","doi":"10.1111/tger.12275","DOIUrl":"10.1111/tger.12275","url":null,"abstract":"<p>This paper provides concrete suggestions for teaching two Holocaust testimonies, Irene Hauser's diary and Ruth Klüger's memoir <i>Still Alive</i>. Hauser's and Klüger's texts effectively illustrate the differences between diaries and memoirs while recounting similar experiences. Such a comparative analysis, I argue, achieves two goals: First, by comparing two different types of autobiographical texts, students gain a deeper understanding and appreciation of the complexities, contradictions, and tensions inherent in autobiographical writing, ultimately encouraging students to become more accepting of ambiguity in their learning. Second, by focusing on Holocaust testimonies, students learn about persecution, injustice, and oppression, increasing their awareness of global issues, interculturalism, and social justice. The pedagogical approach and teaching suggestions outlined here are easily adaptable and can be applied to the teaching of autobiographical writing in other thematic contexts.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"32-41"},"PeriodicalIF":0.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696335","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 study investigated the relative ease or difficulty of grammar commonly taught in intermediate (second-year) German at the university level. Previous studies have investigated the ease or difficulty of specific grammar structures, factors that make it difficult to learn L2 grammar, and teachers’ and learners’ perceptions of difficult grammar. The aim of the present study was to provide an overview of a year's worth of grammar instruction to guide decisions about grammar sequencing, instructional approaches, and instructional time. Grammar was grouped into units consisting of a pre-test, an instructional sequence, and a post-test. Test data were gathered from 498 grammar pre- and post-tests over a 3-year period. The authors hypothesized that certain grammar topics (e.g., vowel-changing present-tense verbs; the perfect) would be relatively easy, while others (e.g., noun and pronoun case; pluperfect) would be relatively difficult. These hypotheses were only partially confirmed. Results showed the pluperfect, comparative and superlative, and preterite were relatively easily learned, whereas fixed prepositions, pronouns, relative clauses, dative verbs, and the passive were much more difficult to learn. The results suggest that instructors focus on easy and essential grammar, introduce difficult grammar without formal assessment, and use test data to sequence topics within and across course levels.
{"title":"I still don't get it: Easy versus difficult grammar in intermediate German","authors":"Scott Windham, Kristin Lange","doi":"10.1111/tger.12272","DOIUrl":"10.1111/tger.12272","url":null,"abstract":"<p>This study investigated the relative ease or difficulty of grammar commonly taught in intermediate (second-year) German at the university level. Previous studies have investigated the ease or difficulty of specific grammar structures, factors that make it difficult to learn L2 grammar, and teachers’ and learners’ perceptions of difficult grammar. The aim of the present study was to provide an overview of a year's worth of grammar instruction to guide decisions about grammar sequencing, instructional approaches, and instructional time. Grammar was grouped into units consisting of a pre-test, an instructional sequence, and a post-test. Test data were gathered from 498 grammar pre- and post-tests over a 3-year period. The authors hypothesized that certain grammar topics (e.g., vowel-changing present-tense verbs; the perfect) would be relatively easy, while others (e.g., noun and pronoun case; pluperfect) would be relatively difficult. These hypotheses were only partially confirmed. Results showed the pluperfect, comparative and superlative, and preterite were relatively easily learned, whereas fixed prepositions, pronouns, relative clauses, dative verbs, and the passive were much more difficult to learn. The results suggest that instructors focus on easy and essential grammar, introduce difficult grammar without formal assessment, and use test data to sequence topics within and across course levels.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"103-117"},"PeriodicalIF":0.3,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12272","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140728666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Partnerships between K-12 and higher education: New opportunities for students and teachers","authors":"Katherine Kerschen, William Layher","doi":"10.1111/tger.12270","DOIUrl":"10.1111/tger.12270","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"66-70"},"PeriodicalIF":0.3,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140734697","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":"Who's responsible? The German language learner perspective","authors":"Alexander Lorenz","doi":"10.1111/tger.12271","DOIUrl":"10.1111/tger.12271","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"42-46"},"PeriodicalIF":0.3,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140735457","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}
Sophia Strietholt, Julie Larson-Guenette, Gemini Fox
This article presents an exploratory genre-based writing lesson conducted in a third-year collegiate German language course. While genre-based approaches to writing have gained recognition in second language (L2) contexts, little attention has been given to learner perceptions of genre-based writing activities. Additionally, there is a lack of pedagogical strategies and materials for intermediate-level German language classes. This article addresses these gaps by introducing a lesson on consumer music reviews designed following genre-based pedagogical principles, the flipped classroom approach, and the use of language corpora. The lesson, consisting of two 75-min class periods, aimed at familiarizing students with the structure and style of consumer music reviews, culminating in the writing of their own reviews. Using authentic texts and incorporating the Digitales Wörterbuch der deutschen Sprache corpus tool for vocabulary building, students engaged with contemporary German-language music. Data from student surveys indicated positive perceptions of the lesson, particularly regarding vocabulary acquisition, lesson structure, and topic relevance. Students also found the corpus tool beneficial for contextual understanding and word usage. This exploratory lesson highlights the potential of genre-based writing pedagogy, the flipped classroom model, and corpus tools for L2 writing development and contributes to the growing body of literature on genre-based writing in L2 classrooms.
本文介绍了在大学德语三年级课程中开展的基于体裁的探索性写作课。虽然基于体裁的写作方法在第二语言（L2）语境中得到了认可，但很少有人关注学习者对基于体裁的写作活动的看法。此外，针对中级德语课程的教学策略和材料也很缺乏。本文介绍了一堂关于消费者音乐评论的课程，其设计遵循了体裁教学原则、翻转课堂方法和语料库的使用，从而弥补了这些不足。这堂课包括两个 75 分钟的课时，目的是让学生熟悉消费者音乐评论的结构和风格，并最终撰写自己的评论。学生们使用真实的文本，并结合 Digitales Wörterbuch der deutschen Sprache 语料库工具进行词汇积累，从而接触到了当代德语音乐。来自学生调查的数据显示，他们对这堂课的看法是积极的，尤其是在词汇掌握、课程结构和话题相关性方面。学生还发现语料库工具有利于理解语境和词汇用法。这节探索课突出了基于体裁的写作教学法、翻转课堂模式和语料库工具在促进第二语言写作发展方面的潜力，并为第二语言课堂中基于体裁的写作的文献日益增多做出了贡献。
{"title":"Using music reviews in the intermediate L2 German classroom: An exploratory lesson in genre-based writing","authors":"Sophia Strietholt, Julie Larson-Guenette, Gemini Fox","doi":"10.1111/tger.12266","DOIUrl":"10.1111/tger.12266","url":null,"abstract":"<p>This article presents an exploratory genre-based writing lesson conducted in a third-year collegiate German language course. While genre-based approaches to writing have gained recognition in second language (L2) contexts, little attention has been given to learner perceptions of genre-based writing activities. Additionally, there is a lack of pedagogical strategies and materials for intermediate-level German language classes. This article addresses these gaps by introducing a lesson on consumer music reviews designed following genre-based pedagogical principles, the flipped classroom approach, and the use of language corpora. The lesson, consisting of two 75-min class periods, aimed at familiarizing students with the structure and style of consumer music reviews, culminating in the writing of their own reviews. Using authentic texts and incorporating the <i>Digitales Wörterbuch der deutschen Sprache</i> corpus tool for vocabulary building, students engaged with contemporary German-language music. Data from student surveys indicated positive perceptions of the lesson, particularly regarding vocabulary acquisition, lesson structure, and topic relevance. Students also found the corpus tool beneficial for contextual understanding and word usage. This exploratory lesson highlights the potential of genre-based writing pedagogy, the flipped classroom model, and corpus tools for L2 writing development and contributes to the growing body of literature on genre-based writing in L2 classrooms.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"5-15"},"PeriodicalIF":0.3,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532869","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 highlights how Wolfgang Herrndorf's bestselling novel Tschick (2010) is particularly well suited for advanced courses focused on cultural and linguistic enrichment. Herrndorf's Tschick, I argue, facilitates interaction, engagement, and individual interpretation; is linguistically accessible because of its use of high-frequency vocabulary and conceptual orality; and can motivate students to be more active and engaged class participants. The article introduces the novel and describes the advanced college course in which it is taught. It then outlines readability factors and discusses their implication for the teaching of Tschick, providing sample teaching ideas that consider the linguistic ability of the advanced language learner as well as broader professional objectives.
{"title":"Reading Wolfgang Herrndorf's Tschick (2010)","authors":"Brigitte Rossbacher","doi":"10.1111/tger.12268","DOIUrl":"10.1111/tger.12268","url":null,"abstract":"<p>This article highlights how Wolfgang Herrndorf's bestselling novel <i>Tschick</i> (2010) is particularly well suited for advanced courses focused on cultural and linguistic enrichment. Herrndorf's <i>Tschick</i>, I argue, facilitates interaction, engagement, and individual interpretation; is linguistically accessible because of its use of high-frequency vocabulary and conceptual orality; and can motivate students to be more active and engaged class participants. The article introduces the novel and describes the advanced college course in which it is taught. It then outlines readability factors and discusses their implication for the teaching of <i>Tschick</i>, providing sample teaching ideas that consider the linguistic ability of the advanced language learner as well as broader professional objectives.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"71-86"},"PeriodicalIF":0.3,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12268","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139384443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given that societies across the globe are increasingly multicultural and multilingual, the notion of communicative competence grounded in constricting definitions of national cultures and languages reflects neither our instructional realities nor the sociolinguistic reality of the languages and cultures we teach. To foster students’ development of second language (L2) competence grounded in an awareness of the symbolic construction of language and culture as well as “tolerance for ambiguity” (Kramsch, 2006), students must create with L2, rather than just reproduce what they have learned. After briefly outlining changing conceptions of language competency, this paper first describes how public uses of language and images through signs and graffiti make up a given place's linguistic landscape (LL), defines an evolving concept, and illustrates how it can be effectively used in L2 instruction. Then it highlights how a variety of LL-based activities help language learners become cognizant of their own sociolinguistic contexts and provides concrete examples from intermediate to advanced-level classes in two distinctly different German programs. The different approaches encourage students to combine LL-based activities with visual, literary, and film analysis to develop symbolic competencies that prepare them to negotiate unpredictable and diverse cultural norms.
{"title":"Texts and contexts: Linguistic landscapes, graffiti, film, and literature in L2 classes","authors":"Susanne M. Wagner, Gisela Hoecherl-Alden","doi":"10.1111/tger.12269","DOIUrl":"10.1111/tger.12269","url":null,"abstract":"<p>Given that societies across the globe are increasingly multicultural and multilingual, the notion of communicative competence grounded in constricting definitions of national cultures and languages reflects neither our instructional realities nor the sociolinguistic reality of the languages and cultures we teach. To foster students’ development of second language (L2) competence grounded in an awareness of the symbolic construction of language and culture as well as “tolerance for ambiguity” (Kramsch, 2006), students must create with L2, rather than just reproduce what they have learned. After briefly outlining changing conceptions of language competency, this paper first describes how public uses of language and images through signs and graffiti make up a given place's linguistic landscape (LL), defines an evolving concept, and illustrates how it can be effectively used in L2 instruction. Then it highlights how a variety of LL-based activities help language learners become cognizant of their own sociolinguistic contexts and provides concrete examples from intermediate to advanced-level classes in two distinctly different German programs. The different approaches encourage students to combine LL-based activities with visual, literary, and film analysis to develop symbolic competencies that prepare them to negotiate unpredictable and diverse cultural norms.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"16-31"},"PeriodicalIF":0.3,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389757","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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