<p>Like German programs around the country, the German faculty and students at Elon University (North Carolina) have faced powerful disruptions to their academic and personal lives. Some, for us, have been positive, such as Diversity, Equity, and Inclusion (DEI) initiatives, curricular and pedagogical reform influenced by the literacy movement and the democratic classroom, student engagement with social problems, the collaboration and community of a small program (two full-time faculty; low enrollment caps), and pervasive technologies that allow access to real-world L2 materials plus communication with global partners. Others are wholly negative: the restricted resources and capacity of a small program, plateauing enrollments, socioeconomic troubles for students, and the twin existential threats of COVID-19 and climate change.</p><p>Elon University is a private teaching university in North Carolina with roughly 6000 undergraduates and 750 graduate students. The German program is supported by two full-time German professors housed in a world languages department, plus a 10-member advisory board from eight departments. Total German enrollments are 150 per year, with 40 to 50 minors and two or three majors. Like other language programs in the department, German features a literacy-based curriculum (Kern, <span>2000</span>) that uses authentic texts as the locus of linguistic and cultural study.</p><p>Student agency has proven an effective tool to counter negative disruptions and support positive ones. The German faculty at Elon promotes student agency in the following ways. In order to pursue a democratic classroom—a positive disruption promoting collaboration and community—students exercise agency by choosing topics and texts. For example, in the 200-level (intermediate) unit on Vergangenheitsbewältigung, students choose between a short story (Peter Weiss), an essay (Martin Walser), and an interactive website on Berlin's Denkmal für die ermordeten Juden Europas. In the 300-level (intermediate-advanced) course Germany in the New Millennium, students choose half of the course topics, texts, and materials. Students are polled at the beginning of the semester to generate topic ideas; the instructor and students continuously add to the list of topics throughout the first half of the course. In the most recent iteration, students chose German foreign policy and patriotism in Germany. Because the topics are real-world and the texts are authentic, this type of student agency also supports the faculty's efforts at literacy-influenced curricular reform (Warner & Dupuy, <span>2018</span>)—perhaps the most positive disruption to the profession in decades.</p><p>Further democratizing the classroom, students exercise agency in decisions about pervasive technologies. Technology use thus becomes a choice. For instance, students may create social media posts in place of formal academic essays, and students vote how frequently (if at all) to participate in Talk
与全国各地的德国项目一样，埃隆大学(北卡罗来纳州)的德国教师和学生在学术和个人生活方面也面临着巨大的干扰。对我们来说，有些是积极的，比如多样性、公平和包容(DEI)倡议，受扫盲运动和民主课堂影响的课程和教学改革，学生参与社会问题，一个小项目的合作和社区(两名全职教师;低入学上限)，以及普及的技术，允许访问真实世界的L2材料，并与全球合作伙伴进行交流。其他因素则完全是负面的:小项目的资源和能力有限，入学人数停滞不前，学生面临的社会经济问题，以及COVID-19和气候变化的双重生存威胁。伊隆大学是北卡罗来纳州的一所私立教学大学，大约有6000名本科生和750名研究生。德语项目由世界语言系的两名全职德语教授以及来自8个系的10人顾问委员会提供支持。每年总共招收150名德语学生，其中辅修40 - 50名，主修2 - 3名。像系里的其他语言课程一样，德语的特点是基于读写能力的课程(Kern, 2000)，使用真实的文本作为语言和文化研究的中心。事实证明，学生代理机构是一种有效的工具，可以对抗消极的干扰，支持积极的干扰。伊隆大学的德国教师通过以下方式促进学生代理。为了追求一个民主的课堂——一种促进合作和社区的积极破坏——学生通过选择主题和文本行使能动性。例如，在Vergangenheitsbewältigung上的200级(中级)单元中，学生可以在一篇短篇小说(彼得·韦斯)、一篇散文(马丁·沃尔瑟)和一个关于柏林的Denkmal f<e:1> r die ermordeten Juden Europas的互动网站之间进行选择。在300级(中高级)课程“新千年中的德国”中，学生选择一半的课程主题、文本和材料。学生们在学期开始时进行投票，以产生主题想法;在课程的前半部分，教师和学生不断添加主题列表。在最近的一次迭代中，学生们选择了德国的外交政策和德国的爱国主义。因为主题是真实的，文本是真实的，这种类型的学生代理也支持教师在识字影响课程改革方面的努力(华纳&;Dupuy, 2018)——也许是几十年来对这个行业最积极的颠覆。进一步使课堂民主化，学生在决定普及技术方面行使代理权。因此，技术的使用成为一种选择。例如，学生们可以在社交媒体上发表文章，代替正式的学术论文，学生们可以投票决定参加“海外谈话”(Talk Abroad)的频率(如果有的话)，这是一项将第二语言学习者与母语人士配对的视频会议服务。到目前为止，学生们已经选择每学期至少两次使用Talk Abroad，并指出它可以提高信心和效率，从而为学生提供额外的代理。在一场异常强大的积极破坏中，德国教师，像埃隆世界语言和文化系的许多同事一样，已经果断地摆脱了传统的等级——这一过程被称为ungrading (Blum, 2020)。例如，教师们将传统上由教师分配的参与分数重新解释为与具体的低风险作业联系在一起的参与分数。测验有无限的尝试，这将其重新定义为一个学习机会，鼓励学生承担智力风险。以表达方式为目标的作业是由多次草稿和频繁的反馈构成的。规则是与学生共同制定的，以提高透明度，增加购买和所有权。在一些课程中，学生根据出勤、任务完成、参与和课程目标的实现来决定自己的最终成绩。这些机构建设举措向学生发出信号，表明他们的学习和智力发展是最重要的，他们在课程设计和评估中发挥着积极的作用。面对贫困、气候变化、种族主义和COVID-19大流行等深刻的存在性破坏缺乏控制，学生们通过在国际背景下研究这些问题来重申自己的代理能力。除了上面提到的300级课程外，每一个100级和200级课程都包括一个时事单元。最近学生选择的主题包括难民和移民;德国的种族主义和“黑人的命也是命”运动;德国大学生的贫困问题;气候变化和环境保护。 其余300个级别的课程——关于魏玛、1945年后的时代、东德、海玛特的概念和当代媒体——都与当代事务有明确的联系。通过了解德国提出的解决方案，并通过充足的时间和空间在结构化的环境中反思这些问题，讨论这些复杂的、充满情感的干扰，促进了学生的代理。最后但并非最不重要的是，学生们最近通过反复要求额外的课程部分来消除时间冲突，明确表示如果他们有更多的注册选择，他们将注册更多的德语课程。教师们考虑到预算紧张，无法聘请额外的教师，因此将所有100级和200级的课程合并教授(德语101和102);德语201和202在一起)。随后的跨级别合作进一步促进了学生代理、社区和效率。学生们形成了跨层次的联系，经验不足的学生认为他们可以跟上更有经验的同龄人，并向他们学习，经验丰富的学生承担起同伴导师的角色。关于学生动机和师生合作关系的研究文献有力地支持了作者对学生代理有效性的亲身体验。一系列研究(例如，Ambrose et al.， 2010;Kupatadze, 2018;奥克斯,2013;爸爸,养蜂人,2020;Ushioda,Dörnyei, 2012)提出了学生代理与增加动机、所有权、合作和参与之间的联系。Kupatadze (2018, p. 1)指出，传统高等教育中缺乏学生代理，这对民主和公民参与有令人担忧的负面影响。对于Kupatadze来说，教师主导的课堂“阻碍了学生在教育过程中的积极参与——这一特征无疑是民主社会或具有民主思想的个人的重要特征”(第1页)。Kupatadze的替代方案——通过将学生视为合作伙伴来重申学生的主体地位——改善了教与学:“[B]让他们参与课程和/或课程组成部分的设计和开发，[学生]将成为更投入、更投入的学习者，从而改变他们对学习过程的态度，将其视为教师和学生的平等责任”(第7页)。根据我们的经验，促进学生代理会增加积极性、自主权和协作性。增加学生代理的努力得到了积极的回应。学生们报告说，他们喜欢参与决策，从传统评分的转变，通过将注意力重新集中在学习而不是评分上，增加了乐趣和满足感，与更有经验的学生讨论提高了他们的信心和效率。促进学生代理的努力也与我们德语课程的强劲入学保持有关，以应对全国现代语言入学人数下降所造成的中断。一个必要的步骤，使学生代理，因此它的积极干扰，是让学生参与到项目对话从一开始就经常。例如，在开设一门新的高级课程之前，教师可能会问学生这门课程应该是关于什么的。当尝试一种新的教学创新时，教师应该将实验告知学生，征求反馈，然后进行修改。最重要的是，学生应该知道什么时候项目或教学的变化是由学生的输入激发的。例如，伊隆学院的教师开始教授混合水平课程，因为学生们指出课程安排经常发生冲突。教师也支持学生的词汇习得，因为他们特别要求这种支持。让学生参与到这些对话中，可以确保他们掌握主动权，并意识到他们的贡献是有价值的。可以毫不夸张地说，第二语言教师可以通过提高学生的积极性来帮助学生解决我们这个时代的社会、政治、经济和环境问题。在国际背景下研究这些问题是有启发性的，而将这些问题纳入课堂决策是赋予权力的。最终，这种努力有助于培养学生的民主能力。
{"title":"Confronting disruptions through student agency","authors":"Scott Windham, Kristin Lange","doi":"10.1111/tger.12230","DOIUrl":"10.1111/tger.12230","url":null,"abstract":"<p>Like German programs around the country, the German faculty and students at Elon University (North Carolina) have faced powerful disruptions to their academic and personal lives. Some, for us, have been positive, such as Diversity, Equity, and Inclusion (DEI) initiatives, curricular and pedagogical reform influenced by the literacy movement and the democratic classroom, student engagement with social problems, the collaboration and community of a small program (two full-time faculty; low enrollment caps), and pervasive technologies that allow access to real-world L2 materials plus communication with global partners. Others are wholly negative: the restricted resources and capacity of a small program, plateauing enrollments, socioeconomic troubles for students, and the twin existential threats of COVID-19 and climate change.</p><p>Elon University is a private teaching university in North Carolina with roughly 6000 undergraduates and 750 graduate students. The German program is supported by two full-time German professors housed in a world languages department, plus a 10-member advisory board from eight departments. Total German enrollments are 150 per year, with 40 to 50 minors and two or three majors. Like other language programs in the department, German features a literacy-based curriculum (Kern, <span>2000</span>) that uses authentic texts as the locus of linguistic and cultural study.</p><p>Student agency has proven an effective tool to counter negative disruptions and support positive ones. The German faculty at Elon promotes student agency in the following ways. In order to pursue a democratic classroom—a positive disruption promoting collaboration and community—students exercise agency by choosing topics and texts. For example, in the 200-level (intermediate) unit on Vergangenheitsbewältigung, students choose between a short story (Peter Weiss), an essay (Martin Walser), and an interactive website on Berlin's Denkmal für die ermordeten Juden Europas. In the 300-level (intermediate-advanced) course Germany in the New Millennium, students choose half of the course topics, texts, and materials. Students are polled at the beginning of the semester to generate topic ideas; the instructor and students continuously add to the list of topics throughout the first half of the course. In the most recent iteration, students chose German foreign policy and patriotism in Germany. Because the topics are real-world and the texts are authentic, this type of student agency also supports the faculty's efforts at literacy-influenced curricular reform (Warner & Dupuy, <span>2018</span>)—perhaps the most positive disruption to the profession in decades.</p><p>Further democratizing the classroom, students exercise agency in decisions about pervasive technologies. Technology use thus becomes a choice. For instance, students may create social media posts in place of formal academic essays, and students vote how frequently (if at all) to participate in Talk ","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"193-196"},"PeriodicalIF":0.3,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12230","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47451920","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>Long periods of isolation during the COVID-19 pandemic had drastic consequences for the social well-being in academia. We were forced to learn, teach, and collaborate in restricted social environments, develop new daily routines, and find ways to stay engaged in teaching and scholarly projects. The pandemic work experience demonstrated to us the significance of social well-being, that is, “building and maintaining healthy relationships and having meaningful interactions with those around you” (Boston University, <span>2022</span>, social well-being) on our overall well-being and level of engagement in our work.</p><p>We are reflecting on our experiences and the decisions we made in relation to social well-being as a faculty member and a graduate student who work at different institutions and have both changed workplaces and roles during the pandemic. The pandemic changed the way we think about personal and professional relationships and, as Canale et al. (<span>2022</span>) point out, has made the care for well-being “imperative” (p. 730). We created well-being routines that helped us rediscover what can make our work so impactful, unique, and rewarding: cultivating positive relationships and being in dialogue with our students, colleagues, mentors, and other scholars.</p><p>Well-being is a multidimensional concept that reaches far beyond our physical and mental health. Well-being includes environmental, financial, occupational, intellectual, spiritual, as well as a social dimension. In fact, the social dimension of well-being, which includes our experiences of positive relationships and positive interactions, is the strongest predictor of our overall perception of well-being (Centers for Disease Control and Prevention, <span>2018</span>). As instructors, it is critical to consider that learning and well-being are also interconnected. Our ability to engage in learning is affected by our overall sense of well-being, and, at the same time our learning experiences can also impact our sense of well-being (Keeling, <span>2014</span>).</p><p>In addition, we lean on research on basic learning principles, such as on the relation between the social and emotional climate of the course and its impact on student learning (Ambrose et al., <span>2010</span>; Cavanagh, <span>2016</span>) and increasing scholarship on the positive relationship between perceptions of well-being and academic performance (Stanton et al., <span>2016</span>).</p><p>In their national survey, which is conducted every semester, the American College Health Association collects data from undergraduate students on their habits and sense of well-being. Of course, there are many factors ranging from substance abuse to physical health conditions that impact students’ academic performance, and we just highlight a few factors here that might impact the social dimension of well-being. In the latest survey from Spring <span>2022</span>, 37% of students are reporting that anxiety negatively imp
[…幸福的社会维度，包括我们对积极关系和积极互动的体验，是我们对幸福整体感知的最强预测指标(疾病控制与预防中心，2018)。虚拟协作也为创造力和信息共享增加了新的机会，因为Zoom允许我们与同事一起在共享白板上添加想法或同步注释文本，例如，在在线/混合会议的互动研讨会和分组会议期间。另一个例子是作者参与了一个新的合作项目，该项目与一个欧洲研究小组合作，研究德国文学和艺术中狩猎的表现。我们实施的其他旨在突出社会联系和学生归属感的教学实践包括与学生频繁签到(Stanton et al.， 2016;Simon Fraser University, 2023)，例如，通过使用“Welche Katze bist du heute?”“关于资源和归属感的明确对话(这是我们的学习管理系统[Canvas]中添加的一个本地资源模块)，以及更有意地将学生的生活经历和自我反思整合到作业中。
{"title":"Cultivating social well-being: (Re)discovering the impact of positive relationships","authors":"Beate Brunow, Kerstin Kuhn-Brown","doi":"10.1111/tger.12233","DOIUrl":"10.1111/tger.12233","url":null,"abstract":"<p>Long periods of isolation during the COVID-19 pandemic had drastic consequences for the social well-being in academia. We were forced to learn, teach, and collaborate in restricted social environments, develop new daily routines, and find ways to stay engaged in teaching and scholarly projects. The pandemic work experience demonstrated to us the significance of social well-being, that is, “building and maintaining healthy relationships and having meaningful interactions with those around you” (Boston University, <span>2022</span>, social well-being) on our overall well-being and level of engagement in our work.</p><p>We are reflecting on our experiences and the decisions we made in relation to social well-being as a faculty member and a graduate student who work at different institutions and have both changed workplaces and roles during the pandemic. The pandemic changed the way we think about personal and professional relationships and, as Canale et al. (<span>2022</span>) point out, has made the care for well-being “imperative” (p. 730). We created well-being routines that helped us rediscover what can make our work so impactful, unique, and rewarding: cultivating positive relationships and being in dialogue with our students, colleagues, mentors, and other scholars.</p><p>Well-being is a multidimensional concept that reaches far beyond our physical and mental health. Well-being includes environmental, financial, occupational, intellectual, spiritual, as well as a social dimension. In fact, the social dimension of well-being, which includes our experiences of positive relationships and positive interactions, is the strongest predictor of our overall perception of well-being (Centers for Disease Control and Prevention, <span>2018</span>). As instructors, it is critical to consider that learning and well-being are also interconnected. Our ability to engage in learning is affected by our overall sense of well-being, and, at the same time our learning experiences can also impact our sense of well-being (Keeling, <span>2014</span>).</p><p>In addition, we lean on research on basic learning principles, such as on the relation between the social and emotional climate of the course and its impact on student learning (Ambrose et al., <span>2010</span>; Cavanagh, <span>2016</span>) and increasing scholarship on the positive relationship between perceptions of well-being and academic performance (Stanton et al., <span>2016</span>).</p><p>In their national survey, which is conducted every semester, the American College Health Association collects data from undergraduate students on their habits and sense of well-being. Of course, there are many factors ranging from substance abuse to physical health conditions that impact students’ academic performance, and we just highlight a few factors here that might impact the social dimension of well-being. In the latest survey from Spring <span>2022</span>, 37% of students are reporting that anxiety negatively imp","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"58-62"},"PeriodicalIF":0.3,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12233","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42140145","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":"Is German truly for all? Reflection on universal design for learning in the teaching of German","authors":"Kathleen Condray","doi":"10.1111/tger.12249","DOIUrl":"10.1111/tger.12249","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"38-40"},"PeriodicalIF":0.3,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47840300","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 ESSENCE OF THE HUMANITIES One of the key components determining the entire field of the humanities consists of teaching critical thinking expressed orally and in writing. [...]whatever literary works or languages we work with, ultimately the purpose proves to be to lay the foundation for cultural competence, linguistic skills, research abilities, and writing skills for a constantly changing world. The exchange via online writing thus proved to be a highly innovative method of studying, demanding a high level of concentration and involvement from the professor and the students. Since we emphasize in the humanities in general and in German studies in particular writing skills, this method was successful. Teaching a literature course in German at an upper level via such a chat room proved to be challenging at first, but then it was highly productive because of the intensive writing activities by students and the instructor. Top Hat is also highly useful for taking attendance (once, twice, or three times per class), for quizzes, and for multiple-choice exams. Since questions can be posted so easily online-also during class meetings-students can also be encouraged to get involved in the teaching process themselves by formulating discussion questions for the entire class.
{"title":"Productivity and creativity triggered by the COVID-19 pandemic and new technologies","authors":"Albrecht Classen","doi":"10.1111/tger.12223","DOIUrl":"10.1111/tger.12223","url":null,"abstract":"THE ESSENCE OF THE HUMANITIES One of the key components determining the entire field of the humanities consists of teaching critical thinking expressed orally and in writing. [...]whatever literary works or languages we work with, ultimately the purpose proves to be to lay the foundation for cultural competence, linguistic skills, research abilities, and writing skills for a constantly changing world. The exchange via online writing thus proved to be a highly innovative method of studying, demanding a high level of concentration and involvement from the professor and the students. Since we emphasize in the humanities in general and in German studies in particular writing skills, this method was successful. Teaching a literature course in German at an upper level via such a chat room proved to be challenging at first, but then it was highly productive because of the intensive writing activities by students and the instructor. Top Hat is also highly useful for taking attendance (once, twice, or three times per class), for quizzes, and for multiple-choice exams. Since questions can be posted so easily online-also during class meetings-students can also be encouraged to get involved in the teaching process themselves by formulating discussion questions for the entire class.","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"41-44"},"PeriodicalIF":0.3,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48303919","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}
Since Die Unterrichtspraxis/Teaching German 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. Disruptions pose a challenge for teachers of German at all levels of education, personally and professionally. [...]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. Martina Caspari ("Ganz entspannt im Hier und Jetzt: Fostering Social Presence in Communicative Language Instruction") went back to the natural approach and total physical response, which were popular in the 1980s. Heidi Denzel and Nicolay Ostrau write in "Responding to the Mental Health Crisis among our Language-Learning Community" that it is possible, and necessary, to develop an approach that integrates wellness and universal design.
由于Die Unterrichtspraxis/Teaching germany是美国德语教师协会(AATG)的社会期刊，这些讨论话题已经出现并将出现在协会的重要话语中。这种混乱对各级教育的德语教师，无论是个人还是专业，都构成了挑战。[…本期的21篇短文旨在帮助我们作为一个社区来理解当前的挑战，并分享我们所学到的东西。Martina Caspari(“Ganz entspannt im Hier und jett: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完全身体反应。Heidi Denzel和Nicolay Ostrau在《应对语言学习群体中的心理健康危机》中写道，开发一种将健康与通用设计相结合的方法是可能的，也是必要的。
{"title":"(Re‐)Discoveries in a Time of Disruption","authors":"Karin Baumgartner, M. Schulze","doi":"10.1111/tger.1111","DOIUrl":"https://doi.org/10.1111/tger.1111","url":null,"abstract":"Since Die Unterrichtspraxis/Teaching German 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. Disruptions pose a challenge for teachers of German at all levels of education, personally and professionally. [...]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. Martina Caspari (\"Ganz entspannt im Hier und Jetzt: Fostering Social Presence in Communicative Language Instruction\") went back to the natural approach and total physical response, which were popular in the 1980s. Heidi Denzel and Nicolay Ostrau write in \"Responding to the Mental Health Crisis among our Language-Learning Community\" that it is possible, and necessary, to develop an approach that integrates wellness and universal design.","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44454687","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>This Forum contribution reflects on the new experience of the lack of human contact and interaction in a common space of physical closeness, and how this has affected language learning-and-teaching. Language instruction as a social event (Fahim & Haghani, <span>2012</span>, p. 693) and as a humanistic endeavor in the here and now, which requires students to be present and interactive in the classroom, has been my teaching philosophy, which I followed ever since I was trained in applying the Natural Approach (Krashen & Terrell, <span>1988</span>) in the early 1990s at UCLA. It is a method of language learning which aims at a classroom fostering language acquisition through meaningful input, and, consequently, output. To achieve this aim, social presence is a must as a low affective filter supports language acquisition, enabling a fear-free environment in which social exchange is key. The classroom time is mainly dedicated to input activities (listening, including being read to) and interaction (speaking), whereas the time outside of the classroom is dedicated to reading and writing. Classroom activities are affective-humanistic activities (such as dialogs, interviews, preference ranking, personal charts and tables, and revealing information about yourself) and activities using the imagination and the body, including total physical response (TPR) (Krashen & Terrell, <span>1988</span>, p. 109), which is a method developed by Asher (<span>1969</span>). In the TPR classroom, the students are asked to move in the space according to the instructions of the teacher. They can act out movements, mental or emotional states, and everyday activities or become pantomimes acting out entire stories with their bodies. Of course, this might be more difficult in online instruction, but the student does not always have to be in front of the computer. They can just use the space of their room and follow the instructions of the teacher.</p><p>I think of my classroom as a blended-learning space making use of readily available “roughly tuned input” (Krashen & Terrell, <span>1988</span>, p. 33) of the second language (L2) from many online resources. However, “finely tuned input” (p. 33) still needs to be generated by the instructor in face-to-face instruction as well as in online teaching according to the needs of the group most of the time. That is why all activities presented here are centered around finely tuned input and help language acquisition through repetition (high-frequency input), recycling of words, and range (a great variety of input in different contexts), to name just some input techniques (Caspari, <span>2019</span>). The concept of social presence “the degree to which a person is perceived as ‘real’ in mediated communication” is an essential indicator of success in online teaching (Cobb, <span>2009</span>, p. 241). The activities suggested here target relationship, community building, and awareness of and contact with one's own (physi
本次论坛的贡献反映了在一个共同的身体亲密空间中缺乏人类接触和互动的新体验，以及这对语言学习和教学的影响。作为社会事件的语言教学(法希姆&;Haghani, 2012, p. 693)，并且作为此时此地的人文主义努力，这要求学生在课堂上在场和互动，这一直是我的教学理念，自从我接受了应用自然方法的培训以来，我一直遵循这一理念(Krashen &Terrell, 1988)在1990年代早期在加州大学洛杉矶分校。它是一种语言学习方法，旨在通过有意义的输入和输出来促进课堂语言习得。为了实现这一目标，社会存在是必须的，因为低情感过滤器支持语言习得，创造一个无恐惧的环境，其中社会交换是关键。课堂时间主要用于输入活动(听，包括被读给别人听)和互动(说)，而课堂外的时间则用于阅读和写作。课堂活动是情感人文活动(如对话、访谈、偏好排序、个人图表和表格、揭示自己的信息)和使用想象力和身体的活动，包括总身体反应(TPR) (Krashen &Terrell, 1988, p. 109)，这是Asher(1969)发展的一种方法。在TPR教室里，学生被要求根据老师的指示在空间里移动。他们可以表演动作，精神或情绪状态，以及日常活动，或者用他们的身体表演整个故事。当然，这在在线教学中可能会更困难，但学生不必总是坐在电脑前。他们可以只使用他们的房间的空间，并按照老师的指示。我认为我的教室是一个混合学习空间，利用现成的“粗略调整输入”(Krashen &Terrell, 1988, p. 33)的第二语言(L2)从许多在线资源。然而，在面对面教学和在线教学中，大多数时候仍然需要教师根据群体的需要产生“微调输入”(第33页)。这就是为什么这里介绍的所有活动都以微调输入为中心，并通过重复(高频输入)、单词循环和范围(不同上下文中的各种输入)来帮助语言习得，仅举一些输入技术(Caspari, 2019)。社会存在的概念“一个人在中介沟通中被视为‘真实’的程度”是在线教学成功的一个重要指标(Cobb, 2009, p. 241)。这里建议的活动目标是关系，社区建设，以及与自己(身体)自我的认识和接触。在疫情开始时，我们被告知，德国所有高等教育机构(就像所有学校一样)都将关闭，教师们将几乎立即开始在线授课。这对我来说是一段压力很大的时期，特别是因为我很长一段时间都不知道该使用什么平台，它能做什么，以及如何培养社交存在感。我开始思考身体的哪些方面可以转移到在线教学中。即使是“危机引发的”(Gacs等人，2020年，第380页)，这些想法本身也会成为在线语言教学方法。我开始重新评估哪些活动对我的学生最有益、最令人兴奋。虽然大多数活动似乎依赖于实际存在，但我意识到它们与传统课堂一样适合在线教学，这也是Yamada(2009)和Cobb(2009)的观察结果。我选择的活动不依赖于特定的语言或水平，不依赖于学习者的特定年龄，也不依赖于特定的教学工具。它们的共同之处在于它们是在同步设置中完成的。Gacs等人(2020，第386页)指出，“在线语言学习的关键是确保保持个人体验的相关性和交流性”，这是本文建议的所有活动的目标。它们分为两类:情感人文活动(自我意识和与他人互动)和涉及实际身体的活动，从而产生(身体)自我意识。然后，个人经验可以用于整个小组的后续练习，也可以用于结对或小组工作。许多输入活动一次针对所有学生，不需要分组讨论。同时，学生需要做出反应，给出一个信号，例如，通过鼓掌表示是或否。 在任何课堂上，使用任何会议工具，都有可能让几个学生完成一个特定的任务;所有其他学生都是安静的观察者或听众，可以分配不同的任务，比如记笔记，研究积极参与者的行为，反思他们的互动和使用的语言的充分性，评论所提出的想法的实用性，等等。每个人都参与其中，后续任务可以基于这些活动创建。学生的个人空间可以成为社交活动的一部分，他们各自的房间在家里有一个虚拟的背景来保护他们的隐私。应该鼓励学生开着相机，以便更好地互动(Castelli &萨瓦里,2021;petcham<s:1>等人，2022)。梦幻之旅(克拉申&;Terrell, 1988, p. 107-108)也允许丰富的可理解输入，并且对大群体很有用。他们是真实的和个人相关的，可以适应许多教学需要。这些旅行是一种内部的TPR，具有高度的焦点和内在的注意力，能够“打得很深”(Stevick, 1973)。森林之旅可以作为一个例子:森林被详细描述。观众被要求在他们的想象中做出决定，比如森林应该是什么样子(叙述者给出的想法)，如何克服地面上的障碍(同样，叙述者给出的想法)，遇到其他徒步旅行者时该怎么做，到达池塘时该怎么做，到达小屋，等等。幻想之旅允许高频输入、范围(不同语境下的多种输入)和频繁的词汇循环(Caspari, 2019)。讲故事的方法允许教师在听故事阶段输入丰富的内容(Caspari, 2020)。讲故事，取决于所讲的故事和所选择的体裁，可以在各个层次的语言教学中进行。Mason(2013)为不同语言和水平的学生提供了大量的讲故事和听力材料。故事可以成为强调生产和输出(说和写)的其他活动的起点。提高认识活动也可以作为一种有效的输入工具。它们类似于幻想之旅。然而，幻想之旅指的是学生接触并对其做出反应的外部世界。意识活动以身体或自我为中心。史蒂文斯(1971)提供了一系列仍然非常受欢迎的活动。这些活动增加了对身体的意识，加深了对外部世界的意识，例如，听声音，闻气味，感觉身体部位，心脏，感受内心的紧张，痛苦，接触自然和雨，风，热或冷等元素。理想情况下，专注于意识的学生在接受丰富输入的同时，没有意识到语言习得的过程。在我的课堂上使用的意识活动是Krashen和Terrell (1988, p. 107)介绍的活动的延伸。这些活动的重要性在于学生在后续活动中对彼此的经历感兴趣(第108页)。面对面教学的某些活动可以很容易地转移到在线教学中，在学生中创造出强烈的社会存在感和自我意识，成为同步社会事件的一部分。可理解的微调输入可以直接给出和处理。尽管我知道有许多有效的方法可以使用在线功能和程序来创建社交存在(Hampel &Stickler, 2015)，课堂上的一些活动可以将精细调整的输入直接转移到仅在线格式。最后，封锁结束了，我又开始在教室里教书，现在叫Präsenzunterricht(面对面教学)。在经历了完全孤立的经历后，人们似乎非常感激再次出现在一起。所有学科的德国大学生——大多不满意独家在线教学——都错过了反馈、日常结构和与同学的交流(见科尔尼，2022)。我在Präsenzunterricht第一天的观察让我震惊。那些以前从未见过我或其他学生的学生们走了进来，尽可能靠近黑板坐了下来。在30分钟的教学后，他们问是否可以创建一个WhatsApp群，以便在课外保持联系。每天下课后，他们都一起吃午饭。在30多年的教学生涯中，我第一次在整个强化课程中获得了全组的完美出勤率。他们主动地在课外合作，主动地向同学而不是老师求助来解决问题。最后，他们一起准备考试，不需要我的鼓励。 在封锁之前，我们几乎不知道(几乎)完全隔离是什么，也不知道它会对我们
{"title":"Ganz entspannt im hier und jetzt: Fostering social presence in communicative language instruction—Before, during, and after the pandemic","authors":"Martina Caspari","doi":"10.1111/tger.12245","DOIUrl":"10.1111/tger.12245","url":null,"abstract":"<p>This Forum contribution reflects on the new experience of the lack of human contact and interaction in a common space of physical closeness, and how this has affected language learning-and-teaching. Language instruction as a social event (Fahim & Haghani, <span>2012</span>, p. 693) and as a humanistic endeavor in the here and now, which requires students to be present and interactive in the classroom, has been my teaching philosophy, which I followed ever since I was trained in applying the Natural Approach (Krashen & Terrell, <span>1988</span>) in the early 1990s at UCLA. It is a method of language learning which aims at a classroom fostering language acquisition through meaningful input, and, consequently, output. To achieve this aim, social presence is a must as a low affective filter supports language acquisition, enabling a fear-free environment in which social exchange is key. The classroom time is mainly dedicated to input activities (listening, including being read to) and interaction (speaking), whereas the time outside of the classroom is dedicated to reading and writing. Classroom activities are affective-humanistic activities (such as dialogs, interviews, preference ranking, personal charts and tables, and revealing information about yourself) and activities using the imagination and the body, including total physical response (TPR) (Krashen & Terrell, <span>1988</span>, p. 109), which is a method developed by Asher (<span>1969</span>). In the TPR classroom, the students are asked to move in the space according to the instructions of the teacher. They can act out movements, mental or emotional states, and everyday activities or become pantomimes acting out entire stories with their bodies. Of course, this might be more difficult in online instruction, but the student does not always have to be in front of the computer. They can just use the space of their room and follow the instructions of the teacher.</p><p>I think of my classroom as a blended-learning space making use of readily available “roughly tuned input” (Krashen & Terrell, <span>1988</span>, p. 33) of the second language (L2) from many online resources. However, “finely tuned input” (p. 33) still needs to be generated by the instructor in face-to-face instruction as well as in online teaching according to the needs of the group most of the time. That is why all activities presented here are centered around finely tuned input and help language acquisition through repetition (high-frequency input), recycling of words, and range (a great variety of input in different contexts), to name just some input techniques (Caspari, <span>2019</span>). The concept of social presence “the degree to which a person is perceived as ‘real’ in mediated communication” is an essential indicator of success in online teaching (Cobb, <span>2009</span>, p. 241). The activities suggested here target relationship, community building, and awareness of and contact with one's own (physi","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"17-20"},"PeriodicalIF":0.3,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12245","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46941506","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}
Research has shown that world language learners’ listening comprehension skills develop at a slower pace than reading or speaking skills, possibly because a systematic approach to developing listening skills is often neglected in classroom contexts. To address this issue, the present study investigated whether listening skills can be improved through targeted practice. Thirty-three learners of a third-semester German course were assigned to either an experimental group (n = 22) or a control group (n = 11). Over the course of one semester, the experimental group watched short episodes of a German web-based telenovela designed for language learners and completed vocabulary exercises and comprehension questions. Listening skills were assessed through the DIALANG test and a self-assessment at the beginning and at the end of the semester. Results showed that only learners in the experimental group made significant gains in listening proficiency. Both groups increased their self-rated listening proficiency. Overall, the results suggest that using a telenovela for targeted listening practice is a useful way to help learners develop their listening skills.
{"title":"Effects of extended exposure to video in the language classroom on listening proficiency","authors":"Theresa Schenker, Lieselotte Sippel","doi":"10.1111/tger.12220","DOIUrl":"10.1111/tger.12220","url":null,"abstract":"<p>Research has shown that world language learners’ listening comprehension skills develop at a slower pace than reading or speaking skills, possibly because a systematic approach to developing listening skills is often neglected in classroom contexts. To address this issue, the present study investigated whether listening skills can be improved through targeted practice. Thirty-three learners of a third-semester German course were assigned to either an experimental group (<i>n</i> = 22) or a control group (<i>n</i> = 11). Over the course of one semester, the experimental group watched short episodes of a German web-based telenovela designed for language learners and completed vocabulary exercises and comprehension questions. Listening skills were assessed through the DIALANG test and a self-assessment at the beginning and at the end of the semester. Results showed that only learners in the experimental group made significant gains in listening proficiency. Both groups increased their self-rated listening proficiency. Overall, the results suggest that using a telenovela for targeted listening practice is a useful way to help learners develop their listening skills.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"118-130"},"PeriodicalIF":0.3,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44903974","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>The outbreak of the pandemic, followed by harsh lockdowns, found me at a new work position as the coordinator of the Latin courses as part of the General Education at the University of Bonn. Without any specific template handy, all courses had to be reorganized to go online, depending merely on the experience and disposal of each lecturer. Afterward, I had plenty of time to observe the effects of mainly asynchronous teaching on both an immense number of students and their teachers. In a survey I ran for personal research purposes at the end of that first COVID-19 semester, the following points became clear: Students expect individual feedback, constructive interaction, and engaging content. The students’ responses were in many cases a direct plea for communication and socialization with their peers and teachers. At that point, I recalled Michel Serres’ <i>Thumbelina</i>, wittily translated into German as a “love confession to the networked generation.” In his work, the French philosopher discusses the necessity of considering the fact that transition to e-learning is also a matter of education policy rather than a matter of technological advance, because we need to educate our students to act in a new space of open, inventive thought, to match not only the transformation of technologies but rather the forms of knowledge and social organization they need to manage (Serres, <span>2012, 2014</span>).</p><p>A few months later and parallel to my coordination tasks at the University of Bonn, I started in a new role as a lecturer in German of intensive language courses for international students at the University of Bielefeld. Of course, our students were residing in their home-countries (e.g., Mexico, Brazil, Italy, Spain, Turkey, Australia, Greece, and France) at that time. So, one of our main concerns was to bring as much authentic input (e.g., original texts, videos recorded in our university building and on campus) as possible into the course. In the case of our German courses, interaction was in balance with asynchronous learning activities, following a flipped-classroom model which proved to be effective and fun for both students and lecturers, based on their feedback on instructional sequences and their exam results. However, although my students looked satisfied in class in September 2020, I observed how this started to gradually change in the subsequent courses. A reasonable explanation maybe the fact that virtual interaction was no longer the exception but rather had become the norm. Thus, the initial fun started to abate.</p><p>After the first lockdown, evaluations run at the University College of Teacher Education Lower Austria (PH Niederösterreich) regarding distance learning from the point of view both of teachers and students showed comparable evidence: On one hand, the workload of the courses was rated as appropriate and the frequency of the occasions for self-reflection as quite fair. On the other hand, although the statements on co
{"title":"Teaching resilience in fragile times","authors":"Penelope Kolovou","doi":"10.1111/tger.12247","DOIUrl":"10.1111/tger.12247","url":null,"abstract":"<p>The outbreak of the pandemic, followed by harsh lockdowns, found me at a new work position as the coordinator of the Latin courses as part of the General Education at the University of Bonn. Without any specific template handy, all courses had to be reorganized to go online, depending merely on the experience and disposal of each lecturer. Afterward, I had plenty of time to observe the effects of mainly asynchronous teaching on both an immense number of students and their teachers. In a survey I ran for personal research purposes at the end of that first COVID-19 semester, the following points became clear: Students expect individual feedback, constructive interaction, and engaging content. The students’ responses were in many cases a direct plea for communication and socialization with their peers and teachers. At that point, I recalled Michel Serres’ <i>Thumbelina</i>, wittily translated into German as a “love confession to the networked generation.” In his work, the French philosopher discusses the necessity of considering the fact that transition to e-learning is also a matter of education policy rather than a matter of technological advance, because we need to educate our students to act in a new space of open, inventive thought, to match not only the transformation of technologies but rather the forms of knowledge and social organization they need to manage (Serres, <span>2012, 2014</span>).</p><p>A few months later and parallel to my coordination tasks at the University of Bonn, I started in a new role as a lecturer in German of intensive language courses for international students at the University of Bielefeld. Of course, our students were residing in their home-countries (e.g., Mexico, Brazil, Italy, Spain, Turkey, Australia, Greece, and France) at that time. So, one of our main concerns was to bring as much authentic input (e.g., original texts, videos recorded in our university building and on campus) as possible into the course. In the case of our German courses, interaction was in balance with asynchronous learning activities, following a flipped-classroom model which proved to be effective and fun for both students and lecturers, based on their feedback on instructional sequences and their exam results. However, although my students looked satisfied in class in September 2020, I observed how this started to gradually change in the subsequent courses. A reasonable explanation maybe the fact that virtual interaction was no longer the exception but rather had become the norm. Thus, the initial fun started to abate.</p><p>After the first lockdown, evaluations run at the University College of Teacher Education Lower Austria (PH Niederösterreich) regarding distance learning from the point of view both of teachers and students showed comparable evidence: On one hand, the workload of the courses was rated as appropriate and the frequency of the occasions for self-reflection as quite fair. On the other hand, although the statements on co","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"25-29"},"PeriodicalIF":0.3,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46399008","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}
The U.S. Department of State recognizes that students "act as citizen ambassadors by building relationships within their host communities, demonstrating American values, and debunking stereotypes" (U.S. Department of State, 2023). According to the GAPP website, over 750 high schools in the United States have a GAPP program and more than 9000 students participate in GAPP each year. Afterwards, the students filled out an evaluation of GAVE, provided on the GAVE website. Ludwig confirms that "online classes cannot replace the classical purpose of a stay abroad, namely: to be in a different place, in a different environment, to gain hands-on experience and, last but not least, to become more independent" (Ludwig, 2022).
{"title":"Pivoting to a virtual high school exchange: The GAVE program","authors":"Alysha Holmquist","doi":"10.1111/tger.12242","DOIUrl":"10.1111/tger.12242","url":null,"abstract":"The U.S. Department of State recognizes that students \"act as citizen ambassadors by building relationships within their host communities, demonstrating American values, and debunking stereotypes\" (U.S. Department of State, 2023). According to the GAPP website, over 750 high schools in the United States have a GAPP program and more than 9000 students participate in GAPP each year. Afterwards, the students filled out an evaluation of GAVE, provided on the GAVE website. Ludwig confirms that \"online classes cannot replace the classical purpose of a stay abroad, namely: to be in a different place, in a different environment, to gain hands-on experience and, last but not least, to become more independent\" (Ludwig, 2022).","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"49-52"},"PeriodicalIF":0.3,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42561420","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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