{"title":"Training transferable skills: Using “SPARK” as a stepping stone to career readiness, social engagement, and program relevance","authors":"Anita McChesney","doi":"10.1111/tger.12229","DOIUrl":"10.1111/tger.12229","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"80-84"},"PeriodicalIF":0.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47876002","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>Princeton University, including the various language programs it offers, has intentionally resisted distance learning for decades, primarily out of a desire to concentrate on the residential undergraduate educational experience. While the COVID-19 pandemic prompted sweeping changes to policies regarding remote instruction, they were temporary and are already, albeit irregularly, reverting to established, pre-pandemic norms. At the level of individual course or program curricula, however, potentially enduring adjustments have now taken root. In our second-year German courses, a convergence of factors, from video-based instructional modes and assignments to the poorly timed, as it felt then, roll-out of a new learning management system (LMS), have reshaped and helped redesign our approach to computer-assisted language learning (CALL) in the taught curriculum, classroom time, homework, and the modes of communication prioritized in assignments.</p><p>Pandemic-related disruptions and institutional responses to them varied geographically and politically. In New Jersey, USA, state-level restrictions and institutional decisions resulted in the closure of campus instructional spaces from the halfway point of the 2020 spring semester through the end of the 2020–2021 academic year, with further precautions, mitigations, and flexible responses throughout the following academic year, including but not limited to frequent reversion to remote instruction during periods of high incidence, interior masking requirements, and social distancing when possible in classroom spaces. This situation prompted two sets of considerations, the first centered on adapting a remote instruction curricular and technological framework, the second on returning, however haltingly, to “normal” while adapting previous changes to unusual in-person environments.</p><p>Our department was among the initial LMS implementation group in fall 2020. For the past six years, I have also redesigned, expanded, and aligned our second-year German program with the first year, which is based on a high-frequency core vocabulary and the development of contextual reading strategies, among other approaches (for a detailed description of approach, form, and function, see Oberlin, in press). In the spring semester of 2020 prior to the outbreak of COVID-19, I began testing the development of a new online curricular platform on the Canvas LMS (https://www.instructure.com/canvas), which has subsequently fully replaced Blackboard (https://www.blackboard.com/) at Princeton. The first semester of the Canvas implementation thus coincided with the first semester of fully remote instruction, while the remote half-semester prior remained on Blackboard; pre-pandemic, the LMS was used primarily as a repository for syllabi, electronic documents, and discussion boards.</p><p>In the immediate context of the institutional shutdown effective March 14, 2020, which was announced just before the week of spring break, faculty
{"title":"Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present","authors":"Adam Oberlin","doi":"10.1111/tger.12225","DOIUrl":"10.1111/tger.12225","url":null,"abstract":"<p>Princeton University, including the various language programs it offers, has intentionally resisted distance learning for decades, primarily out of a desire to concentrate on the residential undergraduate educational experience. While the COVID-19 pandemic prompted sweeping changes to policies regarding remote instruction, they were temporary and are already, albeit irregularly, reverting to established, pre-pandemic norms. At the level of individual course or program curricula, however, potentially enduring adjustments have now taken root. In our second-year German courses, a convergence of factors, from video-based instructional modes and assignments to the poorly timed, as it felt then, roll-out of a new learning management system (LMS), have reshaped and helped redesign our approach to computer-assisted language learning (CALL) in the taught curriculum, classroom time, homework, and the modes of communication prioritized in assignments.</p><p>Pandemic-related disruptions and institutional responses to them varied geographically and politically. In New Jersey, USA, state-level restrictions and institutional decisions resulted in the closure of campus instructional spaces from the halfway point of the 2020 spring semester through the end of the 2020–2021 academic year, with further precautions, mitigations, and flexible responses throughout the following academic year, including but not limited to frequent reversion to remote instruction during periods of high incidence, interior masking requirements, and social distancing when possible in classroom spaces. This situation prompted two sets of considerations, the first centered on adapting a remote instruction curricular and technological framework, the second on returning, however haltingly, to “normal” while adapting previous changes to unusual in-person environments.</p><p>Our department was among the initial LMS implementation group in fall 2020. For the past six years, I have also redesigned, expanded, and aligned our second-year German program with the first year, which is based on a high-frequency core vocabulary and the development of contextual reading strategies, among other approaches (for a detailed description of approach, form, and function, see Oberlin, in press). In the spring semester of 2020 prior to the outbreak of COVID-19, I began testing the development of a new online curricular platform on the Canvas LMS (https://www.instructure.com/canvas), which has subsequently fully replaced Blackboard (https://www.blackboard.com/) at Princeton. The first semester of the Canvas implementation thus coincided with the first semester of fully remote instruction, while the remote half-semester prior remained on Blackboard; pre-pandemic, the LMS was used primarily as a repository for syllabi, electronic documents, and discussion boards.</p><p>In the immediate context of the institutional shutdown effective March 14, 2020, which was announced just before the week of spring break, faculty","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"45-48"},"PeriodicalIF":0.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43320913","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":"Disruptive innovation for language teaching in a multimodal format","authors":"Lynn Marie Kutch","doi":"10.1111/tger.12243","DOIUrl":"10.1111/tger.12243","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"68-72"},"PeriodicalIF":0.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49104998","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}
[...]microcourses are an ideal vehicle for high-impact, cohort-building projects-experiences that can never substitute for study abroad but that can contribute to a cohesive learning community. [...]the writing assignments consisted of short response papers of 200-250 words in length in German that students posted on the course discussions page to elicit comments and questions from their peers. [...]microcourses provide an ideal workshop-like format for the development of particular linguistic skills that are sometimes overlooked in a language curriculum, such as translation, sustained listening, dramatic reading techniques, or explication of data (Grafikbeschreibung). [...]microcourses are exceptional at fostering a sense of community.
{"title":"Big challenges, small solution: Microcourses at the University of Oklahoma","authors":"Kaleigh Bangor, Robert Lemon, Karin Schutjer","doi":"10.1111/tger.12240","DOIUrl":"10.1111/tger.12240","url":null,"abstract":"[...]microcourses are an ideal vehicle for high-impact, cohort-building projects-experiences that can never substitute for study abroad but that can contribute to a cohesive learning community. [...]the writing assignments consisted of short response papers of 200-250 words in length in German that students posted on the course discussions page to elicit comments and questions from their peers. [...]microcourses provide an ideal workshop-like format for the development of particular linguistic skills that are sometimes overlooked in a language curriculum, such as translation, sustained listening, dramatic reading techniques, or explication of data (Grafikbeschreibung). [...]microcourses are exceptional at fostering a sense of community.","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"76-79"},"PeriodicalIF":0.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45981198","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":"Assessments and accessibility: Building a critical German program at Carleton College","authors":"Kiley Kost, Seth Peabody, Juliane Schicker","doi":"10.1111/tger.12235","DOIUrl":"10.1111/tger.12235","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"89-92"},"PeriodicalIF":0.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46321189","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":"Mental health literacy: Practicing ethics of care in the online language classroom","authors":"Stephanie Schottel","doi":"10.1111/tger.12227","DOIUrl":"10.1111/tger.12227","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"202-205"},"PeriodicalIF":0.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12227","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48930521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated stereotypes about teachers of German that 67 novice learners of German at a U.S. university had reportedly encountered. Consequently, the investigation explored the perceived accuracy of clichés associated with native-speaker and non-native-speaker instructors. Students' stereotypical notions were sorted into categories using principles of grounded theory. Statistical analyses showed that respondents were able to list various stereotypes about instructors of German. Responses also reflected societal narratives concerning native-speaker and non-native-speaker teachers' strengths and shortcomings. Last, and of importance to the future of German Studies, participants considered more favorable stereotypes about teachers as more accurate and less-favorable clichés as more inaccurate. The study discusses implications for teaching, program advertisement, and research on how learners' imagined construct of the language classroom community may benefit the study of German.
{"title":"“Analytical,” “Angry,” and “(Too) Honest”?! Learners' Stereotypes about Teachers of German","authors":"Lucian Rothe","doi":"10.1111/tger.12207","DOIUrl":"10.1111/tger.12207","url":null,"abstract":"<p>This study investigated stereotypes about teachers of German that 67 novice learners of German at a U.S. university had reportedly encountered. Consequently, the investigation explored the perceived accuracy of clichés associated with native-speaker and non-native-speaker instructors. Students' stereotypical notions were sorted into categories using principles of grounded theory. Statistical analyses showed that respondents were able to list various stereotypes about instructors of German. Responses also reflected societal narratives concerning native-speaker and non-native-speaker teachers' strengths and shortcomings. Last, and of importance to the future of German Studies, participants considered more favorable stereotypes about teachers as more accurate and less-favorable clichés as more inaccurate. The study discusses implications for teaching, program advertisement, and research on how learners' imagined construct of the language classroom community may benefit the study of German.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 2","pages":"151-169"},"PeriodicalIF":0.3,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41679206","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":"Ekstase und Elend: Deutsche Kulturgeschichte 1900 bis heute","authors":"Lisa Seidlitz","doi":"10.1111/tger.12213","DOIUrl":"10.1111/tger.12213","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 2","pages":"259-261"},"PeriodicalIF":0.3,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49439970","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 development of intercultural communicative competence (ICC) becomes increasingly important in the world language curriculum and a crucial goal to prepare students for real-life communicative situations outside of the classroom. This article discusses how a simulation exercise based on the contentious construction of the Tesla Gigafactory in Grünheide, Germany, facilitated the growth of students' ability to take perspectives other than their own – a crucial step toward ICC. Using the controversies about the Tesla Gigafactory as a real-world case study, students participated in a role-play simulation, set up as a town hall meeting, where they had to develop arguments whether Tesla should be given the official construction permit or not. This project-based and student-led exercise was designed to develop critical awareness of the cultural intricacy of the Tesla case by considering authentic dilemmas and conflicting perspectives. The activity was implemented in a virtual study abroad, advanced-level German course. Comparing responses from a student feedback survey with Byram's ICC model (2021) suggests that the exercise helped students increase their factual knowledge, skills of interpreting, relating, discovering, and interacting, and develop differentiated understanding of other perspectives – important 21st-century ICC skills for a global life and work environment.
{"title":"“Tesla in Grünheide”: Growing Intercultural Competence Through Role-Play Simulation","authors":"Hyoun-A Joo, Lina Tuschling","doi":"10.1111/tger.12211","DOIUrl":"10.1111/tger.12211","url":null,"abstract":"<p>The development of intercultural communicative competence (ICC) becomes increasingly important in the world language curriculum and a crucial goal to prepare students for real-life communicative situations outside of the classroom. This article discusses how a simulation exercise based on the contentious construction of the Tesla Gigafactory in Grünheide, Germany, facilitated the growth of students' ability to take perspectives other than their own – a crucial step toward ICC. Using the controversies about the Tesla Gigafactory as a real-world case study, students participated in a role-play simulation, set up as a town hall meeting, where they had to develop arguments whether Tesla should be given the official construction permit or not. This project-based and student-led exercise was designed to develop critical awareness of the cultural intricacy of the Tesla case by considering authentic dilemmas and conflicting perspectives. The activity was implemented in a virtual study abroad, advanced-level German course. Comparing responses from a student feedback survey with Byram's ICC model (2021) suggests that the exercise helped students increase their factual knowledge, skills of interpreting, relating, discovering, and interacting, and develop differentiated understanding of other perspectives – important 21<sup>st</sup>-century ICC skills for a global life and work environment.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 2","pages":"222-236"},"PeriodicalIF":0.3,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43044213","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>Welcome to our final issue as co-editors of <i>Die Unterrichtspraxis.</i> The six articles in this issue cover a wide array of topics from classroom-based research about learner stereotypes, collaboration, and teaching about racism to practical examples of regional language variation, roleplay simulations, and labor migrants in the GDR. Lucian Rothe's study of learner stereotypes about native and non-native speaking teachers of German offers important suggestions related to teaching, teacher training, and program outreach. The study by Emily Groepper highlights the affordances of collaborative dialogues outside of class for advanced-level learners. Yannleon Chen describes an engaging way to help develop beginning- and intermediate-level students' symbolic competence and by teaching about racism using a hip-hop video. An overview of German language variation is presented by Iulia Pittman along with pedagogical materials for teaching dialects at all levels that are aligned with the ACTFL Guidelines. The article by Hyoun- A Joo and Lina Tuschling discusses a role-play simulation designed to advance students' intercultural communicative competence. Nancy Nenno outlines the histories of labor migrants in the GDR and offers a range of texts and assignments for integrating the narratives of <i>Vertragsarbeiter*innen</i> into the curriculum, including a poem by contemporary writer and activist Stefanie-Lahya Aukongo.</p><p>Looking back over the last six years, we have had the privilege of working with so many inspiring authors and dedicated reviewers, who made collaboration easy and enjoyable. It has been a pleasure to read, review, and edit manuscripts on a broad variety of topics. The 99 articles in our 12 issues have focused on topics including advancing students' language skills and culture knowledge, integrating films and music in the classroom, task- and project-based learning, approaches to teaching literary texts, studies on second language acquisition, curriculum development, outreach, and, more recently, issues of diversity, equity, and inclusion. In addition, we published three special issues on Language Assessment and Proficiency (51.2), Teaching German Studies in a Global Context (52.2), and a cross-over with <i>German Quarterly</i> on German Fairy Tales and Folklore in a Global Context (54.1). There was also a special section on Sustainability and Community Engagement in German Studies (54.2). Each issue was an exciting opportunity for us to learn more about the current scholarship and practice undertaken by our colleagues. While most UP authors are U.S.-based, we had contributors from Austria, Germany, and Switzerland as well as from Canada, Ireland, Egypt, and Israel. In the 12 issues, eight K-12 teachers shared their work along with seven graduate and 22 undergraduate students.</p><p>We are proud of our accomplishments, which include moving the review process online and reducing time to publication, adding open-access options, connect
{"title":"From the Editors","authors":"Angelika Kraemer, Theresa Schenker","doi":"10.1111/tger.12216","DOIUrl":"https://doi.org/10.1111/tger.12216","url":null,"abstract":"<p>Welcome to our final issue as co-editors of <i>Die Unterrichtspraxis.</i> The six articles in this issue cover a wide array of topics from classroom-based research about learner stereotypes, collaboration, and teaching about racism to practical examples of regional language variation, roleplay simulations, and labor migrants in the GDR. Lucian Rothe's study of learner stereotypes about native and non-native speaking teachers of German offers important suggestions related to teaching, teacher training, and program outreach. The study by Emily Groepper highlights the affordances of collaborative dialogues outside of class for advanced-level learners. Yannleon Chen describes an engaging way to help develop beginning- and intermediate-level students' symbolic competence and by teaching about racism using a hip-hop video. An overview of German language variation is presented by Iulia Pittman along with pedagogical materials for teaching dialects at all levels that are aligned with the ACTFL Guidelines. The article by Hyoun- A Joo and Lina Tuschling discusses a role-play simulation designed to advance students' intercultural communicative competence. Nancy Nenno outlines the histories of labor migrants in the GDR and offers a range of texts and assignments for integrating the narratives of <i>Vertragsarbeiter*innen</i> into the curriculum, including a poem by contemporary writer and activist Stefanie-Lahya Aukongo.</p><p>Looking back over the last six years, we have had the privilege of working with so many inspiring authors and dedicated reviewers, who made collaboration easy and enjoyable. It has been a pleasure to read, review, and edit manuscripts on a broad variety of topics. The 99 articles in our 12 issues have focused on topics including advancing students' language skills and culture knowledge, integrating films and music in the classroom, task- and project-based learning, approaches to teaching literary texts, studies on second language acquisition, curriculum development, outreach, and, more recently, issues of diversity, equity, and inclusion. In addition, we published three special issues on Language Assessment and Proficiency (51.2), Teaching German Studies in a Global Context (52.2), and a cross-over with <i>German Quarterly</i> on German Fairy Tales and Folklore in a Global Context (54.1). There was also a special section on Sustainability and Community Engagement in German Studies (54.2). Each issue was an exciting opportunity for us to learn more about the current scholarship and practice undertaken by our colleagues. While most UP authors are U.S.-based, we had contributors from Austria, Germany, and Switzerland as well as from Canada, Ireland, Egypt, and Israel. In the 12 issues, eight K-12 teachers shared their work along with seven graduate and 22 undergraduate students.</p><p>We are proud of our accomplishments, which include moving the review process online and reducing time to publication, adding open-access options, connect","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 2","pages":"v-vi"},"PeriodicalIF":0.3,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137658076","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}
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