{"title":"Responding to the mental health crisis among our language-learning community: A report on the pilot project FLOW (foreign languages offering well-being)","authors":"Heidi Denzel, Nicolay Ostrau","doi":"10.1111/tger.12246","DOIUrl":"10.1111/tger.12246","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"21-24"},"PeriodicalIF":0.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44458578","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>Testing students’ proficiency in an oral, face-to-face setting has been a central part of education in many disciplines from medicine to modern foreign languages in the United Kingdom for a long time. Uses range from admission interviews to PhD defenses. However, the Coronavirus (COVID-19) pandemic afforded a re-evaluation of this assessment method and provided an opportunity for online implementation. There is a wealth of literature on online assessment in general as well as on the increased use in response to the pandemic (Butler-Henderson & Crawford, <span>2020</span>; Clark et al., <span>2020</span>; Montenegro-Rueda, <span>2021</span>; Pokhrel & Chhetri, <span>2021</span>; Jadav, <span>2022</span>), including guidelines (Haus et al., <span>2020</span>; Tuah & Naing, <span>2020</span>) to help prevent an uncritical transfer of the previously used traditional format, that is, in-person, on campus, and on paper, to a virtual learning environment. Shelton et al. (<span>2020</span>) also warn about the possible de-humanization of learning along with assessment and, citing Callaghan (<span>1964</span>), highlight the risk of “<i>becoming swept up in the flawed cult of efficiency… with a crude focus on quick, standardized evaluation of student learning at scale</i>” (p. 125). It could be argued that oral examinations—whether online or face-to-face—are the very antithesis to mass assessment events, re-humanize examinations, and produce better outcomes (Houston et al., <span>2006</span>; Odafe, <span>2006</span>; Roecker, <span>2007</span>). Akimov and Malin (<span>2020</span>) claim that “literature that discusses oral examination in an online context is practically non-existent” (p. 5); Graf et al. (<span>2021</span>, p. 5) make a similar assertion. This is perhaps not quite the case since studies investigating the use of online video conferencing tools for assessment purposes appear to go back many years (Isbell & Winke, <span>2019</span>; Isbell et al., <span>2019</span>; Li & Link, <span>2018</span>; Newhouse & Cooper, <span>2013</span>; Okada et al., <span>2015</span>). However, for universities in the United Kingdom, online oral examinations were and still are a novelty.</p><p>The following discussion focuses on German courses within the institution-wide modern foreign language program (IWLP) at a UK university, spanning six proficiency levels (A1–C1/C2 of the Common European Framework of Reference for Languages CEFR). Such courses are called modules in the United Kingdom and go over two terms with 40 contact hours between October and March. Students take these modules for degree credit (factored into their overall year grade) or extra credit (recorded on their transcript but not part of their degree); content and assessment are identical in both. Assessment combines “take-home” coursework, a written, and an oral examination (both of which are compulsory). Each examination contributes about one-third to the overall m
{"title":"Re-evaluating online oral examinations","authors":"Felicitas Starr-Egger","doi":"10.1111/tger.12232","DOIUrl":"10.1111/tger.12232","url":null,"abstract":"<p>Testing students’ proficiency in an oral, face-to-face setting has been a central part of education in many disciplines from medicine to modern foreign languages in the United Kingdom for a long time. Uses range from admission interviews to PhD defenses. However, the Coronavirus (COVID-19) pandemic afforded a re-evaluation of this assessment method and provided an opportunity for online implementation. There is a wealth of literature on online assessment in general as well as on the increased use in response to the pandemic (Butler-Henderson & Crawford, <span>2020</span>; Clark et al., <span>2020</span>; Montenegro-Rueda, <span>2021</span>; Pokhrel & Chhetri, <span>2021</span>; Jadav, <span>2022</span>), including guidelines (Haus et al., <span>2020</span>; Tuah & Naing, <span>2020</span>) to help prevent an uncritical transfer of the previously used traditional format, that is, in-person, on campus, and on paper, to a virtual learning environment. Shelton et al. (<span>2020</span>) also warn about the possible de-humanization of learning along with assessment and, citing Callaghan (<span>1964</span>), highlight the risk of “<i>becoming swept up in the flawed cult of efficiency… with a crude focus on quick, standardized evaluation of student learning at scale</i>” (p. 125). It could be argued that oral examinations—whether online or face-to-face—are the very antithesis to mass assessment events, re-humanize examinations, and produce better outcomes (Houston et al., <span>2006</span>; Odafe, <span>2006</span>; Roecker, <span>2007</span>). Akimov and Malin (<span>2020</span>) claim that “literature that discusses oral examination in an online context is practically non-existent” (p. 5); Graf et al. (<span>2021</span>, p. 5) make a similar assertion. This is perhaps not quite the case since studies investigating the use of online video conferencing tools for assessment purposes appear to go back many years (Isbell & Winke, <span>2019</span>; Isbell et al., <span>2019</span>; Li & Link, <span>2018</span>; Newhouse & Cooper, <span>2013</span>; Okada et al., <span>2015</span>). However, for universities in the United Kingdom, online oral examinations were and still are a novelty.</p><p>The following discussion focuses on German courses within the institution-wide modern foreign language program (IWLP) at a UK university, spanning six proficiency levels (A1–C1/C2 of the Common European Framework of Reference for Languages CEFR). Such courses are called modules in the United Kingdom and go over two terms with 40 contact hours between October and March. Students take these modules for degree credit (factored into their overall year grade) or extra credit (recorded on their transcript but not part of their degree); content and assessment are identical in both. Assessment combines “take-home” coursework, a written, and an oral examination (both of which are compulsory). Each examination contributes about one-third to the overall m","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"53-57"},"PeriodicalIF":0.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43531612","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":"Preparing the unprepared: Introducing Nudge Theory to the language classroom","authors":"Jacob van der Kolk","doi":"10.1111/tger.12244","DOIUrl":"10.1111/tger.12244","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"30-33"},"PeriodicalIF":0.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44386462","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>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}
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