{"title":"Books, Materials, and Software Available for Review","authors":"Daniel Walter","doi":"10.1111/tger.12217","DOIUrl":"https://doi.org/10.1111/tger.12217","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 2","pages":"266"},"PeriodicalIF":0.3,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137658075","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}
Responding to Donato and Brooks's (2004) call for undergraduate students to have more opportunities to engage in discourse at the advanced proficiency level, collaborative dialogues provide students with a situation conducive to language production and learning (Swain, 1997). As most of the research on collaborative dialogues has focused on the accuracy of language in a classroom environment, this article explores the various ways learners work together collaboratively to make meaning while discussing course content in the target language in dialogues taking place outside of class. Four student dyads with mixed proficiency levels completed weekly collaborative dialogues in an advanced undergraduate German literature course, and the dialogues were analyzed for patterns in role-taking and resource usage with an emphasis on how the students negotiated the task to complete it and make meaning. The students stayed on task during the dialogues and assumed the collaborative, expert, novice, dominant, and passive roles described by Storch (2002) during their discussion. They also relied almost solely on each other as linguistic resources.
{"title":"Student Negotiation of Collaborative Dialogues: The Roles and Resources Used in Unsupervised Conversations","authors":"Emily Groepper","doi":"10.1111/tger.12208","DOIUrl":"10.1111/tger.12208","url":null,"abstract":"<div>\u0000 \u0000 <p>Responding to Donato and Brooks's (2004) call for undergraduate students to have more opportunities to engage in discourse at the advanced proficiency level, collaborative dialogues provide students with a situation conducive to language production and learning (Swain, 1997). As most of the research on collaborative dialogues has focused on the accuracy of language in a classroom environment, this article explores the various ways learners work together collaboratively to make meaning while discussing course content in the target language in dialogues taking place outside of class. Four student dyads with mixed proficiency levels completed weekly collaborative dialogues in an advanced undergraduate German literature course, and the dialogues were analyzed for patterns in role-taking and resource usage with an emphasis on how the students negotiated the task to complete it and make meaning. The students stayed on task during the dialogues and assumed the collaborative, expert, novice, dominant, and passive roles described by Storch (2002) during their discussion. They also relied almost solely on each other as linguistic resources.</p>\u0000 </div>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 2","pages":"170-190"},"PeriodicalIF":0.3,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12208","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49287043","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}
Many scholars have repeatedly argued that the goals of achieving advanced language skills and understanding literary texts are not to be seen as mutually exclusive and cannot be considered separately. Nevertheless, no general consensus on the approach or how to go about it exists. What is still missing are principled and comprehensive ways of linking language learning with literary-cultural content. This article argues that a task-based approach has such a potential. It demonstrates how task-based principles such as the meaningful principle, goal-orientedness, and language use for authentic communicative purposes can be effectively applied to the teaching of literary texts in order to gain access to literary-cultural content and at the same time foster the development of advanced linguistic skills. Based on Judith Hermann's short story “Sonja” (1998), a variety of different task types and designs are presented demonstrating these principles in action.
{"title":"A Task-Based Approach to Teaching Literary Texts in Advanced Language Classes","authors":"Klaus K. Brandl","doi":"10.1111/tger.12195","DOIUrl":"10.1111/tger.12195","url":null,"abstract":"<p>Many scholars have repeatedly argued that the goals of achieving advanced language skills and understanding literary texts are not to be seen as mutually exclusive and cannot be considered separately. Nevertheless, no general consensus on the approach or how to go about it exists. What is still missing are principled and comprehensive ways of linking language learning with literary-cultural content. This article argues that a task-based approach has such a potential. It demonstrates how task-based principles such as the meaningful principle, goal-orientedness, and language use for authentic communicative purposes can be effectively applied to the teaching of literary texts in order to gain access to literary-cultural content and at the same time foster the development of advanced linguistic skills. Based on Judith Hermann's short story “Sonja” (1998), a variety of different task types and designs are presented demonstrating these principles in action.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 1","pages":"59-79"},"PeriodicalIF":0.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43700169","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":"Reading German for Theological Studies: A Grammar and Reader","authors":"Katharina Barbe","doi":"10.1111/tger.12201","DOIUrl":"10.1111/tger.12201","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 1","pages":"149-150"},"PeriodicalIF":0.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41353792","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":"Grammatik in Beziehung: Reflexion und Material zu beziehungsorientierten Grammatikeinheiten in Deutsch als Fremdsprache","authors":"Bridget Levine-West","doi":"10.1111/tger.12200","DOIUrl":"10.1111/tger.12200","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 1","pages":"146-148"},"PeriodicalIF":0.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46365790","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 spring issue of <i>Die Unterrichtspraxis.</i> We are delighted to present eight articles, representing the full spectrum of learners from middle school to higher education.</p><p>Katharina Schuhmann and Laura Smith present an insightful exploratory study on teaching German plurals using a prosodic approach. The article by Didem Uca, Kate Zambon, and Maria Stehle examines hip-hop as a vehicle for teaching social justice in college-level media and cultural studies courses and offers teaching materials that help lead learners to critically examine popular rap songs by Black American and Turkish-German artists. Issues of social justice are also addressed by Traci O'Brien in her article, in which she critically examines some representative publications in this area and advocates for a student-centered, proficiency-based approach that fosters advanced-level language in a literature course – in the target language. Klaus Brandl's contribution also focuses on advanced-level literature classes, demonstrating how task-based principles can be effectively applied to the teaching of literary texts. Project-based language learning in upper-level writing courses is at the center of the article by Lauren Brooks and Katherine Kerschen, in which they provide a syllabus, activities, and assessment models for easy adaptation. Claudia Lynn and Margaret Strair outline an instructional module for an intermediate German course that promotes intercultural competence by guiding learners in object-based inquiry rooted in anthropological material culture perspectives to decode, relate, and transform the untranslatable concept of <i>Heimat.</i> The final two articles describe collaborative projects at the middle-school level. Marium Abugasea Heidt reports on a year-long, collaborative action research study of two middle-school German classes that used an imagined communities curriculum, which helped students feel greater connection with, or ability to relate to, other speakers of German. Karin Baumgartner and her five student-teacher co-authors present a year-long outreach activity, “Sparking interest in German,” where the university students engaged in the AATG/Goethe-Institut-sponsored SPARK program and taught German to local middle schoolers, proposing valuable recommendations for future development.</p><p>We are grateful to all authors and reviewers who continue to give their time to write manuscripts and review submissions to support the teaching of German. A big thank you also goes to the members of the Editorial Advisory Board. Siggi Piwek rotated off the Board after two years of service, and we welcome Karina Duncker-Hoffmann to this year's board.</p><p>We invite you to help improve and expand the teaching of German by submitting manuscripts and by adding yourself as a reviewer to our database at https://mc.manuscriptcentral.com/up. If you are interested in writing a book or software review for the journal, please contact the book and software revie
{"title":"From the Editors","authors":"Angelika Kraemer, Theresa Schenker","doi":"10.1111/tger.12202","DOIUrl":"https://doi.org/10.1111/tger.12202","url":null,"abstract":"<p>Welcome to our spring issue of <i>Die Unterrichtspraxis.</i> We are delighted to present eight articles, representing the full spectrum of learners from middle school to higher education.</p><p>Katharina Schuhmann and Laura Smith present an insightful exploratory study on teaching German plurals using a prosodic approach. The article by Didem Uca, Kate Zambon, and Maria Stehle examines hip-hop as a vehicle for teaching social justice in college-level media and cultural studies courses and offers teaching materials that help lead learners to critically examine popular rap songs by Black American and Turkish-German artists. Issues of social justice are also addressed by Traci O'Brien in her article, in which she critically examines some representative publications in this area and advocates for a student-centered, proficiency-based approach that fosters advanced-level language in a literature course – in the target language. Klaus Brandl's contribution also focuses on advanced-level literature classes, demonstrating how task-based principles can be effectively applied to the teaching of literary texts. Project-based language learning in upper-level writing courses is at the center of the article by Lauren Brooks and Katherine Kerschen, in which they provide a syllabus, activities, and assessment models for easy adaptation. Claudia Lynn and Margaret Strair outline an instructional module for an intermediate German course that promotes intercultural competence by guiding learners in object-based inquiry rooted in anthropological material culture perspectives to decode, relate, and transform the untranslatable concept of <i>Heimat.</i> The final two articles describe collaborative projects at the middle-school level. Marium Abugasea Heidt reports on a year-long, collaborative action research study of two middle-school German classes that used an imagined communities curriculum, which helped students feel greater connection with, or ability to relate to, other speakers of German. Karin Baumgartner and her five student-teacher co-authors present a year-long outreach activity, “Sparking interest in German,” where the university students engaged in the AATG/Goethe-Institut-sponsored SPARK program and taught German to local middle schoolers, proposing valuable recommendations for future development.</p><p>We are grateful to all authors and reviewers who continue to give their time to write manuscripts and review submissions to support the teaching of German. A big thank you also goes to the members of the Editorial Advisory Board. Siggi Piwek rotated off the Board after two years of service, and we welcome Karina Duncker-Hoffmann to this year's board.</p><p>We invite you to help improve and expand the teaching of German by submitting manuscripts and by adding yourself as a reviewer to our database at https://mc.manuscriptcentral.com/up. If you are interested in writing a book or software review for the journal, please contact the book and software revie","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 1","pages":"v"},"PeriodicalIF":0.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137798781","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}
Scholars in our profession have long called attention to the gap between language classes and upper-level content courses. Some current trends, such as decolonizing the curriculum and using the lens of social justice, are highlighting an additional gap, which they perceive in students' preparedness to deal justly with an unjust world. This article examines some representative publications of these trends and shows how their shift away from a focus on target language learning may, in fact, exacerbate both gaps. Because they advocate restructuring world language curricula around something other than the target language and culture, these trends may distract teacher-scholars from proven approaches – a distraction which can, in turn, hinder students from reaching Advanced or Superior levels (ACTFL, 2012). In contrast, this article argues that using the ACTFL Guidelines and proficiency-based teaching are most useful to support students in learning to tell “good” stories, which empowers them to reach Advanced and Superior proficiency. A student-centered, proficiency-based approach helps teacher-scholars bridge the gap between language and content courses as well as between individual students' proficiency in upper-level classes. This article's last section provides detailed examples of multilevel tasks for common texts read in a literature class created for a wide range of proficiency levels.
{"title":"Telling a Good Story: Proficiency-Based Teaching, Advanced-Level Literary Discussions, and Social Justice","authors":"Traci S. O'Brien","doi":"10.1111/tger.12194","DOIUrl":"10.1111/tger.12194","url":null,"abstract":"<p>Scholars in our profession have long called attention to the gap between language classes and upper-level content courses. Some current trends, such as decolonizing the curriculum and using the lens of social justice, are highlighting an additional gap, which they perceive in students' preparedness to deal justly with an unjust world. This article examines some representative publications of these trends and shows how their shift away from a focus on target language learning may, in fact, exacerbate both gaps. Because they advocate restructuring world language curricula around something other than the target language and culture, these trends may distract teacher-scholars from proven approaches – a distraction which can, in turn, hinder students from reaching Advanced or Superior levels (ACTFL, 2012). In contrast, this article argues that using the ACTFL Guidelines and proficiency-based teaching are most useful to support students in learning to tell “good” stories, which empowers them to reach Advanced and Superior proficiency. A student-centered, proficiency-based approach helps teacher-scholars bridge the gap between language and content courses as well as between individual students' proficiency in upper-level classes. This article's last section provides detailed examples of multilevel tasks for common texts read in a literature class created for a wide range of proficiency levels.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 1","pages":"41-58"},"PeriodicalIF":0.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44888119","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}
With the goal of exploring a motivating way to approach world language teaching and learning in order to promote lifelong language learning, this article reports on a year-long, collaborative action research study of two middle-school German classes that used an imagined communities curriculum. The curriculum, co-constructed with the classroom teacher, provided a way for the teacher to address the required content while helping students feel more connected with other target language speakers. Study findings show that students' feelings of connection to the target community were influenced by their perceived similarities or cultural differences with German speakers, their perceived language abilities, and their opportunities to communicate with, or be in proximity to, German speakers. Compared to their experiences with a conventional curriculum the year before, 36 of the 41 students found that the imagined-communities-infused curriculum activities helped them feel greater connection with, or ability to relate to, other speakers of German.
{"title":"Imagination as a Tool for Participation in Communities for Middle-School German Students","authors":"Marium Abugasea Heidt","doi":"10.1111/tger.12198","DOIUrl":"10.1111/tger.12198","url":null,"abstract":"<p>With the goal of exploring a motivating way to approach world language teaching and learning in order to promote lifelong language learning, this article reports on a year-long, collaborative action research study of two middle-school German classes that used an imagined communities curriculum. The curriculum, co-constructed with the classroom teacher, provided a way for the teacher to address the required content while helping students feel more connected with other target language speakers. Study findings show that students' feelings of connection to the target community were influenced by their perceived similarities or cultural differences with German speakers, their perceived language abilities, and their opportunities to communicate with, or be in proximity to, German speakers. Compared to their experiences with a conventional curriculum the year before, 36 of the 41 students found that the imagined-communities-infused curriculum activities helped them feel greater connection with, or ability to relate to, other speakers of German.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"55 1","pages":"112-125"},"PeriodicalIF":0.3,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44664912","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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