<p>As US student populations diversify, educators’ job responsibilities and needs shift, and access to language education dwindles due to program closures and the removal of language requirements, it is time to disrupt the tradition of exclusion, inequity, and bifurcation in favor of inclusive pedagogical practices that create and provide access to inclusive and equitable communities for learners and educators. In the following, I summarize some of the changes the German Basic Language Program team at Michigan State University, which I led until summer 2022, has made to improve access, equity, and inclusion. I will first discuss the changes relevant for students and then those for educators.</p><p>Creating inclusive environments for the changing US college student population requires adjustments to a system that was built for one type of student, which in many cases no longer represents the actual student population. Adjusted curricula must also address the needs of those previously underrepresented. Anecdotally, service providers and educators on campus report an increase in students’ needs. Total undergraduate enrollment in the United States has decreased by 9% between 2009 and 2020 though enrollment in public institutions has increased (National Center for Education Statistics, <span>2022a</span>). Undergraduate enrollment changed across racial and ethnic groups with a significant increase in Hispanic enrollment. There was also a significant increase in non-resident alien undergraduate enrollment. These shifts suggest an increase in multicultural and multilingual students. According to the National Center for Education Statistics (<span>2022b</span>), in 2015–2016 19% of undergraduates were students with disabilities, but only one-third reported their disability to the university. According to the Center for First-Generation Student Success (RTI International, <span>2019</span>), in 2015–2016, 56% of students were classified as first-generation students. This is especially pronounced at public universities.</p><p>Our program, the German Basic Language Program at Michigan State University, has recognized that our pedagogical materials as well as our pedagogical practices were not meeting the needs of our current students. There have already been many initiatives to make materials more inclusive and representative (such as the textbook series <i>Impuls Deutsch</i> (Tracksdorf et al., <span>2019</span>) or <span>the German Studies Collaboratory</span>, n.d.) and reports of and guidelines for such curricular changes are increasing (e.g., Cooper, <span>2020</span>; Criser & Knott, <span>2019</span>). Hence, I will focus here on some additional inclusive pedagogical practices: multilingual community building, universal design, and access.</p><p>The US higher education has seen a shift in the proportion of contingent, in comparison to tenured, professors, which has been especially pronounced in the Humanities (e.g., Mintz, <span>2021</span>). In
随着美国学生群体的多样化，教育工作者的工作职责和需求的转变，以及由于项目关闭和语言要求的取消而导致的语言教育机会的减少，现在是时候打破排斥、不平等和分歧的传统，转而支持包容性的教学实践，为学习者和教育工作者创造和提供包容性和公平的社区。在下面，我总结了密歇根州立大学德语基础语言项目团队的一些变化，我领导这个团队直到2022年夏天，为改善机会、公平和包容所做的改变。我将首先讨论与学生相关的变化，然后是与教育者相关的变化。为不断变化的美国大学生群体创造包容的环境，需要调整为一种学生类型建立的系统，在许多情况下，这种学生类型不再代表实际的学生群体。调整后的课程还必须满足那些以前人数不足的学生的需求。有趣的是，校园里的服务提供者和教育工作者报告说，学生的需求有所增加。2009年至2020年间，美国的本科总入学率下降了9%，尽管公立机构的入学率有所增加(National Center for Education Statistics, 2022a)。不同种族和民族的本科生入学率发生了变化，西班牙裔入学率显著增加。非居民外国人本科入学人数也有显著增加。这些变化表明，多文化和多语言学生的数量有所增加。根据国家教育统计中心(2022b)的数据，2015-2016年，19%的本科生是残疾学生，但只有三分之一的学生向学校报告了他们的残疾。根据第一代学生成功中心(RTI International, 2019)的数据，2015-2016年，56%的学生被归类为第一代学生。这一点在公立大学尤为明显。我们的项目，密歇根州立大学的德语基础语言项目，已经认识到我们的教学材料和教学实践不能满足当前学生的需求。已经有许多举措使材料更具包容性和代表性(例如教科书系列impulse Deutsch (Tracksdorf等人，2019)或德国研究合作实验室，n.d)，并且关于此类课程变化的报告和指南正在增加(例如，Cooper, 2020;短剑,诺特,2019)。因此，我将在这里重点介绍一些额外的包容性教学实践:多语言社区建设、通用设计和访问。与终身教授相比，美国高等教育中临时教授的比例发生了变化，这在人文学科中尤为明显(例如，明茨，2021年)。在我们密歇根州立大学的德语项目中，临时教师职位以前是由那些没有博士学位或刚刚完成博士学位的人担任的，而今天我们大多数临时教师都拥有博士学位。以前，这些教育工作者在我们系工作几年，然后转到其他地方担任终身职位，而今天的临时教员留在我们学院。虽然临时教师的职位资格和对机构的承诺有所增加，但不公平的工作条件基本保持不变:有限的工作保障，更高的教学负担，有限的投票权，等等。正如Schweiger(2021)所指出的，这些不公平的条件不仅对教育者有影响，而且对学生也有影响。课程和相关的课程两部分(低语言与高水平内容课程)的感知价值仍然存在分歧，导致教育工作者在不同课程水平上的分配不公平(国会外语特设委员会，2007年)。这种分歧的一些后果是，临时教师无法在他们的专业领域或研究重点中进行教学(另见Mintz, 2021)。这些教育工作者往往有更高的教学负荷，每门课程有更多的学生学分，这进一步影响了工作量，扰乱了他们专注于眼前教学需求之外的任何事情的能力。虽然前面提到的学分减少并不能解决分歧问题，但学分减少、多种授课形式和在线教师会议已经导致所有教育工作者在校园里的教学/会议天数减少。一位受影响的教育工作者说:“我终于觉得我可以重新思考了。”非教学日给了我们喘息的空间，减少的工作量也腾出了我们临时教师的时间来专注于课堂以外的项目。 随着美国学生群体的多样化，教育工作者的工作职责和需求的转变，以及由于项目关闭和语言要求的取消而导致的语言教育机会的减少，现在是时候打破排斥、不平等和分歧的传统，转而支持包容性的教学实践，为学习者和教育工作者创造和提供包容性和公平的社区。在下面，我总结了密歇根州立大学德语基础语言项目团队的一些变化，我领导这个团队直到2022年夏天，为改善机会、公平和包容所做的改变。我将首先讨论与学生相关的变化，然后是与教育者相关的变化。为不断变化的美国大学生群体创造包容的环境，需要调整为一种学生类型建立的系统，在许多情况下，这种学生类型不再代表实际的学生群体。调整后的课程还必须满足那些以前人数不足的学生的需求。有趣的是，校园里的服务提供者和教育工作者报告说，学生的需求有所增加。2009年至2020年间，美国的本科总入学率下降了9%，尽管公立机构的入学率有所增加(National Center for Education Statistics, 2022a)。不同种族和民族的本科生入学率发生了变化，西班牙裔入学率显著增加。非居民外国人本科入学人数也有显著增加。这些变化表明，多文化和多语言学生的数量有所增加。根据国家教育统计中心(2022b)的数据，2015-2016年，19%的本科生是残疾学生，但只有三分之一的学生向学校报告了他们的残疾。根据第一代学生成功中心(RTI International, 2019)的数据，2015-2016年，56%的学生被归类为第一代学生。这一点在公立大学尤为明显。我们的项目，密歇根州立大学的德语基础语言项目，已经认识到我们的教学材料和教学实践不能满足当前学生的需求。已经有许多举措使材料更具包容性和代表性(例如教科书系列impulse Deutsch (Tracksdorf等人，2019)或德国研究合作实验室，n.d)，并且关于此类课程变化的报告和指南正在增加(例如，Cooper, 2020;Criser & Knott, 2019)。因此，我将在这里重点介绍一些额外的包容性教学实践:多语言社区建设、通用设计和访问。语言课程的教科书和评分标准通常采用二元身份:母语者和外国人。以母语为母语的人是理想的，而外国人有文化和语言上的缺陷。然而，我们的学生经常把多文化和多语言的技能带到课堂上，并可能在多文化和多语言的环境中应用他们的德语技能。在Douglas Fir小组(2016)的额外语言习得跨学科模型的基础上，我们修改了我们的材料、任务和评分标准，以允许多语言和多元文化。因此，我们承认我们的学习者和教育者正在参与“多语言行动和互动的多语言背景，有助于多语言技能”(Douglas Fir Group, 2016年，第25页)。例如，文化比较是在社区层面上进行的(你的社区与我们正在学习的社区)，而不是美国与德国的比较。评分标准侧重于能够有效地与其他讲德语的人交流——允许跨语言、语言多样性和使用各种符号学资源，包括和超越语言。此外，所有的作业和考试评分标准都侧重于学生能做什么，而不是计算或记录仍在出现的内容，从而从缺陷观点转变为学习者作为多语言互动参与者的观点。由于很大一部分有残疾的学生没有透露自己的残疾，而且由于有很多其他因素会影响学生参与最初设计的学习能力，我们从通用设计的角度仔细研究了我们的课程政策和实践。通用设计意味着改变环境来满足人的需求，而不是改变人。虽然一项修改可能是为了满足某一个人的特殊需要而设计的，但它是为所有人实施的，因为它也可能使其他人受益。我们大致遵循CAST的通用学习指南设计(CAST, 2018)，旨在创造一个提供多种参与、代表、行动
{"title":"Inclusive pedagogical practices for multiple stakeholders","authors":"Senta Goertler","doi":"10.1111/tger.12259","DOIUrl":"10.1111/tger.12259","url":null,"abstract":"<p>As US student populations diversify, educators’ job responsibilities and needs shift, and access to language education dwindles due to program closures and the removal of language requirements, it is time to disrupt the tradition of exclusion, inequity, and bifurcation in favor of inclusive pedagogical practices that create and provide access to inclusive and equitable communities for learners and educators. In the following, I summarize some of the changes the German Basic Language Program team at Michigan State University, which I led until summer 2022, has made to improve access, equity, and inclusion. I will first discuss the changes relevant for students and then those for educators.</p><p>Creating inclusive environments for the changing US college student population requires adjustments to a system that was built for one type of student, which in many cases no longer represents the actual student population. Adjusted curricula must also address the needs of those previously underrepresented. Anecdotally, service providers and educators on campus report an increase in students’ needs. Total undergraduate enrollment in the United States has decreased by 9% between 2009 and 2020 though enrollment in public institutions has increased (National Center for Education Statistics, <span>2022a</span>). Undergraduate enrollment changed across racial and ethnic groups with a significant increase in Hispanic enrollment. There was also a significant increase in non-resident alien undergraduate enrollment. These shifts suggest an increase in multicultural and multilingual students. According to the National Center for Education Statistics (<span>2022b</span>), in 2015–2016 19% of undergraduates were students with disabilities, but only one-third reported their disability to the university. According to the Center for First-Generation Student Success (RTI International, <span>2019</span>), in 2015–2016, 56% of students were classified as first-generation students. This is especially pronounced at public universities.</p><p>Our program, the German Basic Language Program at Michigan State University, has recognized that our pedagogical materials as well as our pedagogical practices were not meeting the needs of our current students. There have already been many initiatives to make materials more inclusive and representative (such as the textbook series <i>Impuls Deutsch</i> (Tracksdorf et al., <span>2019</span>) or <span>the German Studies Collaboratory</span>, n.d.) and reports of and guidelines for such curricular changes are increasing (e.g., Cooper, <span>2020</span>; Criser & Knott, <span>2019</span>). Hence, I will focus here on some additional inclusive pedagogical practices: multilingual community building, universal design, and access.</p><p>The US higher education has seen a shift in the proportion of contingent, in comparison to tenured, professors, which has been especially pronounced in the Humanities (e.g., Mintz, <span>2021</span>). In ","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"206-210"},"PeriodicalIF":0.3,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142933","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":"Teaching German from a decolonial perspective: Critical dystopia as critique of race, gender, and class in Unternehmer","authors":"Priscilla Layne","doi":"10.1111/tger.12258","DOIUrl":"10.1111/tger.12258","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"173-177"},"PeriodicalIF":0.3,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142655","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><i>Impuls Deutsch 2</i> (<i>ID 2</i>) is available either in print or online. The online version is housed in <i>BlinkLearning</i>, a third-party software previously reviewed in <i>Die Unterrichtspraxis</i> (Rothe, <span>2021</span>). <i>BlinkLearning</i> also serves as the web portal for <i>Impuls Deutsch 1</i> (Maxey, <span>2021</span>). The flipped classroom approach requires students to engage first with activities from LERNEN, then use activities from MACHEN in class, and practice again with ZEIGEN. At Northwestern University, we used ID 2 for the entire academic year of 2022–2023, and this review reflects that experience.</p><p>The first four chapters are overladen with grammar. Starting with Chapter 5, the pace eases, and more basic grammar points are reviewed. For example, Chapter 1 treats the following points: temporal prepositions, ordinal numbers, simple past of all verbal groups (weak, strong, and mixed), present perfect, temporal clauses, temporal prepositions, past perfect, and sentence structure. By contrast, Chapter 5 introduces no new grammar. Nonetheless, instructors may choose a more effective gateway to the book: Chapter 5 (“German in Plural” and review of cases) and Chapter 6 (“Environment and Communication” and review of tenses) would be better choices for opening the book for they align well with Chapter 0 presenting the inclusive language. They also bring more contemporary and dynamic vocabulary focused on people, not historically or technically specific terms. With their pioneering content and limited emphasis on grammar, those chapters better reflect the book's overall approach. Chapter 1 (“East-West Stories and Histories”), full of historical events and grammar-heavy, and Chapter 2, wrapped around the topic of fear and the subjunctive (“Who would Dare? Rollercoasters”), are ill-suited as an introduction to the book.</p><p>The audio, video, and texts are often minimally annotated or adapted, dipping into B2 and C1 levels. To stimulate students’ deeper engagement with, understanding of, and reflection on the material, the instructor may need to provide additional support pertinent to A2 level learners: more detailed comprehensive, interpretative, and evaluative questions; close work with vocabulary and discussion models directly relevant to students’ lives. New vocabulary, about 300 expressions per chapter, serves rather as a glossary as it is not matched by sufficient practice opportunities. Students are expected to look up even more vocabulary at home to complete exercises, in addition to the frequent “Recherche” assignments. This approach individualizes students’ learning, making each student's path more independent, much like self-study would, for better or worse.</p><p>There are additional drawbacks to the book: Of 64 intended videos (5–10 per chapter), 25 have not yet been produced as of June 2023. For Chapters 7 and 8, no video content is available. Significantly, <i>ID 2</i> does not include a test bank or any
{"title":"Impuls Deutsch 2: Intercultural, Interdisciplinary, Interactive","authors":"Martina Kerlova","doi":"10.1111/tger.12254","DOIUrl":"10.1111/tger.12254","url":null,"abstract":"<p><i>Impuls Deutsch 2</i> (<i>ID 2</i>) is available either in print or online. The online version is housed in <i>BlinkLearning</i>, a third-party software previously reviewed in <i>Die Unterrichtspraxis</i> (Rothe, <span>2021</span>). <i>BlinkLearning</i> also serves as the web portal for <i>Impuls Deutsch 1</i> (Maxey, <span>2021</span>). The flipped classroom approach requires students to engage first with activities from LERNEN, then use activities from MACHEN in class, and practice again with ZEIGEN. At Northwestern University, we used ID 2 for the entire academic year of 2022–2023, and this review reflects that experience.</p><p>The first four chapters are overladen with grammar. Starting with Chapter 5, the pace eases, and more basic grammar points are reviewed. For example, Chapter 1 treats the following points: temporal prepositions, ordinal numbers, simple past of all verbal groups (weak, strong, and mixed), present perfect, temporal clauses, temporal prepositions, past perfect, and sentence structure. By contrast, Chapter 5 introduces no new grammar. Nonetheless, instructors may choose a more effective gateway to the book: Chapter 5 (“German in Plural” and review of cases) and Chapter 6 (“Environment and Communication” and review of tenses) would be better choices for opening the book for they align well with Chapter 0 presenting the inclusive language. They also bring more contemporary and dynamic vocabulary focused on people, not historically or technically specific terms. With their pioneering content and limited emphasis on grammar, those chapters better reflect the book's overall approach. Chapter 1 (“East-West Stories and Histories”), full of historical events and grammar-heavy, and Chapter 2, wrapped around the topic of fear and the subjunctive (“Who would Dare? Rollercoasters”), are ill-suited as an introduction to the book.</p><p>The audio, video, and texts are often minimally annotated or adapted, dipping into B2 and C1 levels. To stimulate students’ deeper engagement with, understanding of, and reflection on the material, the instructor may need to provide additional support pertinent to A2 level learners: more detailed comprehensive, interpretative, and evaluative questions; close work with vocabulary and discussion models directly relevant to students’ lives. New vocabulary, about 300 expressions per chapter, serves rather as a glossary as it is not matched by sufficient practice opportunities. Students are expected to look up even more vocabulary at home to complete exercises, in addition to the frequent “Recherche” assignments. This approach individualizes students’ learning, making each student's path more independent, much like self-study would, for better or worse.</p><p>There are additional drawbacks to the book: Of 64 intended videos (5–10 per chapter), 25 have not yet been produced as of June 2023. For Chapters 7 and 8, no video content is available. Significantly, <i>ID 2</i> does not include a test bank or any ","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"211-213"},"PeriodicalIF":0.3,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212201","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":"Wolkenkratzer A1 and A2","authors":"Maxwell Perry Phillips","doi":"10.1111/tger.12255","DOIUrl":"10.1111/tger.12255","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"216-217"},"PeriodicalIF":0.3,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646121","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":"Wir alle A1","authors":"Chiedozie M. Uhuegbu","doi":"10.1111/tger.12253","DOIUrl":"10.1111/tger.12253","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"214-215"},"PeriodicalIF":0.3,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645981","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}
<p>In November 2022, the two new co-editors—Karin Baumgartner and Mathias Schulze—took over from Angelika Kraemer and Theresa Schenker. Theresa and Angelika are to be commended for their 6 years of excellent editorial work. Under their leadership, the <i>Die Unterrichtspraxis</i> blossomed with cross-over issues (with the <i>German Quarterly</i>) on fairy tales, for example, and tackled timely topics such as sustainability and community engagement. They left the journal in excellent form despite the COVID-19 pandemic that reshaped (not only) our profession.</p><p>With the first issue of 2023, we affirm our commitment to publishing <i>Original Articles</i> (ca. 6000–8000 words) on research on the teaching and learning of the German language, the culture(s) of its peoples, and their societies as well as <i>Invited Reviews</i> of printed and digital resources for or about the teaching of German. In addition, we are reviving the <i>Praxis Article</i> (ca. 4000 words) on practical matters of teaching German in primary, secondary, and post-secondary education and an entirely new submission type: the <i>Forum Article</i>. These shorter articles—about 2000 words—are contributions to a discussion forum of diverse voices on different facets of a challenge, from various educational perspectives and institutional contexts, and from a range of geographical locations. Since <i>Die Unterrichtspraxis/Teaching German</i> is the society journal of the American Association of Teachers of German (AATG), these discussion topics arose and will arise from important discourses in the Association. We encourage AATG members to contact the co-editors Karin Baumgartner and Mathias Schulze with ideas for future sets of Forum articles.</p><p>A forum on disruption therefore seemed timely and necessary. With our authors and readers, we hope to gain a better understanding of recent disruptions and to share first answers, successes, and possible solutions. Disruptions pose a challenge for teachers of German at all levels of education, personally and professionally. Thus, the set of 21 short articles in this issue is intended to help us as a community to give meaning to current challenges and to share what we have learned.</p><p>The Forum was announced in November with a deadline of only 6 weeks for finished short articles. The response was formidable: Within days, 45 authors expressed interest with the submission of a short abstract; 37 full manuscripts were submitted for a first review. We asked some of the authors to write a research article since we believed that their topics, and you as the readers, will benefit from a full-length treatment. Other authors felt that their writing was triggering for them, and they put their articles aside for right now. We received submissions from around the world pointing to the fact that disruptions are a global phenomenon and—as German instructors—all of us are dealing with similar adversity.</p><p>As we reviewed the contributions, we saw t
2022年11月，两位新的联合编辑卡琳·鲍姆加特纳和马蒂亚斯·舒尔茨接替了安吉丽卡·克莱默和特蕾莎·申克。特蕾莎和安吉利卡6年来出色的编辑工作值得赞扬。在他们的领导下，Die Unterrichtspraxis在童话故事的交叉问题上蓬勃发展（与《德国季刊》），并及时解决了可持续性和社区参与等问题。尽管新冠肺炎疫情（不仅）重塑了我们的职业，但他们还是以出色的状态离开了杂志。在2023年的第一期中，我们承诺出版关于德语教学、民族文化及其社会研究的原创文章（约6000-8000字），以及关于德语教学的印刷和数字资源的邀请评论。此外，我们正在恢复关于在小学、中学和中学后教育中教授德语的实践文章（约4000字）和一种全新的提交类型：论坛文章。这些简短的文章——约2000字——是对一个讨论论坛的贡献，该论坛由来自不同教育视角和制度背景以及不同地理位置的不同声音就挑战的不同方面发表意见。由于Die Unterrichtspraxis/Teaching German是美国德语教师协会（AATG）的社会期刊，这些讨论话题产生并将产生于该协会的重要话语中。我们鼓励AATG成员联系联合编辑Karin Baumgartner和Mathias Schulze，为论坛未来的文章集提供想法。因此，设立一个关于破坏的论坛似乎是及时和必要的。与我们的作者和读者一起，我们希望更好地了解最近的混乱，并分享最初的答案、成功和可能的解决方案。干扰对各级德语教师个人和专业都构成了挑战。因此，本期21篇短文旨在帮助我们作为一个社区，赋予当前挑战以意义，并分享我们所学到的东西。论坛于11月宣布，完成短文的截止日期只有6周。反应令人生畏：几天之内，45位作者对提交一篇简短的摘要表示感兴趣；提交了37份完整的手稿进行第一次审查。我们请一些作者写一篇研究文章，因为我们相信他们的主题，以及你作为读者，将从完整的治疗中受益。其他作者觉得他们的写作对他们来说是一种触发，他们暂时把文章放在一边。我们收到了来自世界各地的意见书，指出干扰是一种全球现象，作为德国教官，我们所有人都在应对类似的逆境。当我们回顾这些贡献时，我们看到它们分为三组：克服新冠肺炎、德语入学危机，以及关于多样性、公平性和包容性（DEI）的文章。本期《德语教学》汇集了前两组的文章。我们11月的下一期将聚焦于当前DEI在德语教学中的话语和活动。一期期刊需要很多人才能汇集在一起。我们感谢所有提交的作者，并向所有审稿人表示衷心的感谢。他们工作的截止日期很紧，有些人审查了不止一份投稿，所有人都在处理一种新的手稿类型。作为编辑，我们对认识多年的同事和刚认识的其他人的善意感到谦卑。令人心碎的是，一个关于破坏的论坛因校园枪击案而中断。当我们准备手稿进行制作时，我们的一位作者要求延期，因为他们的大学遭遇了枪击。当然，我们批准了延期，作者及时提交了他们的文章供制作。这个极端的例子表明，尽管每天都有挑战，德国研究专业人员除了日常教学和指导学生外，还研究、写作、修改。这些论坛文章证明了世界各地德国教师的奉献精神和韧性。事实证明，新冠肺炎大流行是扰乱每个人生活的独特事件。它影响了技术发展、心理健康、出国留学、辅导、课程设置、分配什么书以及评估和学生保留率。许多作者反思了他们几乎立即转向在线教学的要求，以及在技术热潮中普遍缺乏反思。老师们寻找方法来弥合他们和学生感到被困的身体孤立。几位老师重新发现了他们在繁忙的疫情前课程中放弃的阅读实践。 伊丽莎白·米特曼（Elizabeth Mittman）的《阅读的亲密关系，或：放慢速度的论据》（The Intimaty of Reading，or：an Argument for Slowing Down）主张清理疫情前的教学大纲，专注于关键阅读，为学生和教师提供一个反思灾难如何改变生活的机会。米特曼提醒读者，必须把学生看作一个整体的人。Renata Fuchs（《颠覆时代合作声乐阅读的再发现》）描述了她如何在德语中级课上重新引入合作声乐阅读。Fuchs借鉴了她对浪漫沙龙的研究及其朗读实践，让学生通过具体的存在——他们的声音——来体验文本。在《新冠肺炎一代的冷战文本》（A Cold War Text for the新冠肺炎Generation）中，艾丽莎·霍华德（Alyssa Howards）报道了玛琳·豪霍费尔（Marlene Haushofer）的《长城》（the Wall）是如何成为学生反思疫情期间孤独的重要画布的。霍华德计划将这段文字纳入她的疫情后教学大纲，让学生在阅读叙述者的生存危机时有机会反思自己价值观和实践的变化。老师们不仅重新发现了他们之前丢弃的课文。Martina Caspari（“Ganz entspannt im Hier und Jetzt:在交际语言教学中培养社会存在”）回到了20世纪80年代流行的自然方法和全面的身体反应。她表明，鼓励学生通过Zoom进行身体参与也是可能的，因为他们在交流行为中伴随着适当或象征性的动作和一些身体动作。其他作者反思了在外语教学中包括可能支持学生心理健康的活动。Heidi Denzel和Nicolay Ostrou在《应对我们语言学习社区的心理健康危机》中写道，开发一种将健康和通用设计相结合的方法是可能的，也是必要的。尤其是在刚开始的语言课上，学生们可以反思自己的个人生活和生活方式选择。一个关于杂货店购物的单元可以很容易地包含营养信息，并探索食物和情绪之间的联系。佩内洛普·科洛沃（Penelope Kolovou）同样认为，教师可以在德语教学中加入增强学生适应力的模块。《脆弱时代的韧性教学》指出，我们的课程可以包括自我护理、正念和自我反思。“为未做好准备的人做准备：将微差理论引入语言课堂”描述了一种系统的方法，旨在引导学生远离不良行为，走向最佳实践。微差理论是雅各布·范德科尔克学生学习方法的基础。他讨论了导师如何支持学生完成论文和作业，这些学生通常对大学级别的时间管理没有准备，而且非常焦虑。可以对个人写作和口语作业进行调整，促使学生养成健康的工作习惯和牢固的社区纽带。同样，Sabrina Link（《后疫情时代的德语教学和使用技术工具的好处：基于项目的学习示例》）认为，通过改变作业类型，教师可以推动学生走向社区和合作。所有学生都可以访问的数字存储库允许他们将自己的作业视为对社区的贡献。Kathleen Condray也借鉴了通用设计的思想，她问道：“德语真的适用于所有人吗？在德语教学中反思通用设计。”她反思了疫情如何教会她改善所有学生的入学机会，而不仅仅是那些有健康挑战的学生。灵活和延长的截止日期、混合出勤政策以及由学生推动的基于项目的评估取代了更古老、更严格的评估程序。几位作者反思了在疫情期间转向技术增强教学的好处。通常情况下，所使用的技术并不是创新的；视频会议和学习管理系统的常用技术——在COVID-19之前可能不是主流，现在通过向在线教学的转移嵌入了这一技术。Albrecht Classen的《新冠肺炎疫情和新技术引发的生产力和创造力》阐述了疫情如何加速了他对方法和数字工具的采用，他以前就开始使用这些方法和工具。例如，文学课上的书面聊天增加并加深了学生的贡献。Adam Oberlin（《技术、翻转课堂和紧急范式
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<p>In March 2020, so many pieces of our lives suddenly stood still while at the same time, technology spun faster than ever. Our institutions hurled Jamboard, Flipgrid, Packback, Padlet, and Google at us, to pretend our way forward after the briefest of pauses. Amidst the technological ramp-up, our kids stagnated in disengagement with online learning. When I say “our kids,” I mean both the entire collegiate student body and my own children, who were in middle and high school when the lockdown hit. Over the next 18 months, when we all huddled before our respective screens at home, I watched my middle schooler, propped up in bed, shrink to the size of a 2 × 2 black square on her class Zoom screen while the teacher valiantly tried to reach her and the other 25 or so black squares. Down the hall, in my study over the garage, my own screen did not look much different, particularly in the large (45–50 students) general education course on memory culture that I teach every fall at Michigan State University.</p><p>In this bleak reality, two principles emerged as powerful tools for keeping my own and my students’ sanity: slowing down and reading deeply. These insights did not appear overnight but emerged gradually on the horizon as I spent a summer trying to figure out how best to translate the most meaningful aspects of that Gen Ed course into an online offering. Back in the physical classroom for two cycles now, I have purposefully maintained the pared-down memory culture syllabus, with its elongated focus on fewer primary texts. While most of my comments here reference a course taught in English outside of my own program, I have found the lessons I learned there to be relevant for my German courses as well. And while my primary examples concern literature, they can readily be expanded to any space of cultural expression that encourages us to engage in the kind of deep reflection that activates a connection between our own lives and other historically or geographically distant worlds. Regardless of teaching modality or lockdown level, I have become convinced that less truly is more and that taking the time to (re-)discover a love of slow, close reading can build resilience—both my students’ and my own.</p><p>Initially motivated by a sense of sheer overwhelm, I found myself trimming the class content significantly: one novel was jettisoned altogether, as were most of a documentary play and two of four <i>Shoah</i> excerpts. Doing this allowed me to nearly double our calendar time spent with the major texts that remained—Ruth Kluger's <i>Still Alive</i> and Art Spiegelman's <i>Maus</i>. What began as a pragmatic search for more time to accommodate the complexities of online teaching quickly merged with other, less immediately tangible concerns. If my students were going to remain physically isolated from me and from each other, they needed a better pathway toward connection with the deeper questions of the course than my disembodied head talking through t
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