Writers and literature enjoy a prominent position in the culture and society of the German-speaking world. Today, German-speaking authors actively cultivate an online presence through publishers’ websites, personal webpages, blogs, and online forums. In this way, the Internet has transformed the literary reading experience of yore into a four-skill media extravaganza. This engenders unrivaled access to the aural, textual, and visual environment in which literary texts reside, a multisensory world in which our students thrive. This essay proposes that audio and video files can fill the gap between how students read and how literature typically has been taught. By analyzing recordings of authors reading their work, performing their work, and being interviewed about their work available in online databases, radio podcasts, and video segments, students learn to access literary texts aurally. This expanded context can revitalize literature for the contemporary language classroom. Following a theoretical introduction about reading in the Digital Age, we present strategies for implementation in sample lesson plans. Our approach exemplifies how combining authorial voices with texts elevates reading to a multimedia experience that increases both listening and reading comprehension.
{"title":"Reading literature in the Digital Age: Connecting students to texts orally and aurally","authors":"Carol Anne Costabile-Heming, Rachel J. Halverson","doi":"10.1111/tger.12260","DOIUrl":"10.1111/tger.12260","url":null,"abstract":"<p>Writers and literature enjoy a prominent position in the culture and society of the German-speaking world. Today, German-speaking authors actively cultivate an online presence through publishers’ websites, personal webpages, blogs, and online forums. In this way, the Internet has transformed the literary reading experience of yore into a four-skill media extravaganza. This engenders unrivaled access to the aural, textual, and visual environment in which literary texts reside, a multisensory world in which our students thrive. This essay proposes that audio and video files can fill the gap between how students read and how literature typically has been taught. By analyzing recordings of authors reading their work, performing their work, and being interviewed about their work available in online databases, radio podcasts, and video segments, students learn to access literary texts aurally. This expanded context can revitalize literature for the contemporary language classroom. Following a theoretical introduction about reading in the Digital Age, we present strategies for implementation in sample lesson plans. Our approach exemplifies how combining authorial voices with texts elevates reading to a multimedia experience that increases both listening and reading comprehension.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"131-141"},"PeriodicalIF":0.3,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136312400","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}
This paper takes a closer look at diversity, equity, inclusion, and accessibility (DEIA) in the context of German Studies and the language classroom in the United States. The first part of the article examines the terminology, provides a general history of DEI/DEIA in higher education in the United States, and traces the development of DEI practices and language to include accessibility, belonging, and anti-racism. The second part of the article focuses on the scholarly collective Diversity, Decolonization, and the German Curriculum and its self-reflective and self-critical stance toward our field, solidarity efforts to create networks of tangible support and empowerment, and its foregrounding of activism. This leads to a discussion of the intersections between current political events and classroom practices. Finally, the last section details three DEIA practices in the classroom—positionality, social justice framework, and antiracism—as well as resources for their implementation. It also points to new promising developments, for example, new outcomes and assessments for the language and culture classroom and pedagogy of care.
{"title":"Contextualizing DEIA in the German language classroom: Terminology and history, DDGC and recent developments, and practices and resources","authors":"Magda Tarnawska Senel","doi":"10.1111/tger.12264","DOIUrl":"10.1111/tger.12264","url":null,"abstract":"<p>This paper takes a closer look at diversity, equity, inclusion, and accessibility (DEIA) in the context of German Studies and the language classroom in the United States. The first part of the article examines the terminology, provides a general history of DEI/DEIA in higher education in the United States, and traces the development of DEI practices and language to include accessibility, belonging, and anti-racism. The second part of the article focuses on the scholarly collective Diversity, Decolonization, and the German Curriculum and its self-reflective and self-critical stance toward our field, solidarity efforts to create networks of tangible support and empowerment, and its foregrounding of activism. This leads to a discussion of the intersections between current political events and classroom practices. Finally, the last section details three DEIA practices in the classroom—positionality, social justice framework, and antiracism—as well as resources for their implementation. It also points to new promising developments, for example, new outcomes and assessments for the language and culture classroom and pedagogy of care.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"157-172"},"PeriodicalIF":0.3,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12264","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136312269","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>As US student populations diversify, educators’ job responsibilities and needs shift, and access to language education dwindles due to program closures and the removal of language requirements, it is time to disrupt the tradition of exclusion, inequity, and bifurcation in favor of inclusive pedagogical practices that create and provide access to inclusive and equitable communities for learners and educators. In the following, I summarize some of the changes the German Basic Language Program team at Michigan State University, which I led until summer 2022, has made to improve access, equity, and inclusion. I will first discuss the changes relevant for students and then those for educators.</p><p>Creating inclusive environments for the changing US college student population requires adjustments to a system that was built for one type of student, which in many cases no longer represents the actual student population. Adjusted curricula must also address the needs of those previously underrepresented. Anecdotally, service providers and educators on campus report an increase in students’ needs. Total undergraduate enrollment in the United States has decreased by 9% between 2009 and 2020 though enrollment in public institutions has increased (National Center for Education Statistics, <span>2022a</span>). Undergraduate enrollment changed across racial and ethnic groups with a significant increase in Hispanic enrollment. There was also a significant increase in non-resident alien undergraduate enrollment. These shifts suggest an increase in multicultural and multilingual students. According to the National Center for Education Statistics (<span>2022b</span>), in 2015–2016 19% of undergraduates were students with disabilities, but only one-third reported their disability to the university. According to the Center for First-Generation Student Success (RTI International, <span>2019</span>), in 2015–2016, 56% of students were classified as first-generation students. This is especially pronounced at public universities.</p><p>Our program, the German Basic Language Program at Michigan State University, has recognized that our pedagogical materials as well as our pedagogical practices were not meeting the needs of our current students. There have already been many initiatives to make materials more inclusive and representative (such as the textbook series <i>Impuls Deutsch</i> (Tracksdorf et al., <span>2019</span>) or <span>the German Studies Collaboratory</span>, n.d.) and reports of and guidelines for such curricular changes are increasing (e.g., Cooper, <span>2020</span>; Criser & Knott, <span>2019</span>). Hence, I will focus here on some additional inclusive pedagogical practices: multilingual community building, universal design, and access.</p><p>The US higher education has seen a shift in the proportion of contingent, in comparison to tenured, professors, which has been especially pronounced in the Humanities (e.g., Mintz, <span>2021</span>). In
随着美国学生群体的多样化，教育工作者的工作职责和需求的转变，以及由于项目关闭和语言要求的取消而导致的语言教育机会的减少，现在是时候打破排斥、不平等和分歧的传统，转而支持包容性的教学实践，为学习者和教育工作者创造和提供包容性和公平的社区。在下面，我总结了密歇根州立大学德语基础语言项目团队的一些变化，我领导这个团队直到2022年夏天，为改善机会、公平和包容所做的改变。我将首先讨论与学生相关的变化，然后是与教育者相关的变化。为不断变化的美国大学生群体创造包容的环境，需要调整为一种学生类型建立的系统，在许多情况下，这种学生类型不再代表实际的学生群体。调整后的课程还必须满足那些以前人数不足的学生的需求。有趣的是，校园里的服务提供者和教育工作者报告说，学生的需求有所增加。2009年至2020年间，美国的本科总入学率下降了9%，尽管公立机构的入学率有所增加(National Center for Education Statistics, 2022a)。不同种族和民族的本科生入学率发生了变化，西班牙裔入学率显著增加。非居民外国人本科入学人数也有显著增加。这些变化表明，多文化和多语言学生的数量有所增加。根据国家教育统计中心(2022b)的数据，2015-2016年，19%的本科生是残疾学生，但只有三分之一的学生向学校报告了他们的残疾。根据第一代学生成功中心(RTI International, 2019)的数据，2015-2016年，56%的学生被归类为第一代学生。这一点在公立大学尤为明显。我们的项目，密歇根州立大学的德语基础语言项目，已经认识到我们的教学材料和教学实践不能满足当前学生的需求。已经有许多举措使材料更具包容性和代表性(例如教科书系列impulse Deutsch (Tracksdorf等人，2019)或德国研究合作实验室，n.d)，并且关于此类课程变化的报告和指南正在增加(例如，Cooper, 2020;短剑,诺特,2019)。因此，我将在这里重点介绍一些额外的包容性教学实践:多语言社区建设、通用设计和访问。与终身教授相比，美国高等教育中临时教授的比例发生了变化，这在人文学科中尤为明显(例如，明茨，2021年)。在我们密歇根州立大学的德语项目中，临时教师职位以前是由那些没有博士学位或刚刚完成博士学位的人担任的，而今天我们大多数临时教师都拥有博士学位。以前，这些教育工作者在我们系工作几年，然后转到其他地方担任终身职位，而今天的临时教员留在我们学院。虽然临时教师的职位资格和对机构的承诺有所增加，但不公平的工作条件基本保持不变:有限的工作保障，更高的教学负担，有限的投票权，等等。正如Schweiger(2021)所指出的，这些不公平的条件不仅对教育者有影响，而且对学生也有影响。课程和相关的课程两部分(低语言与高水平内容课程)的感知价值仍然存在分歧，导致教育工作者在不同课程水平上的分配不公平(国会外语特设委员会，2007年)。这种分歧的一些后果是，临时教师无法在他们的专业领域或研究重点中进行教学(另见Mintz, 2021)。这些教育工作者往往有更高的教学负荷，每门课程有更多的学生学分，这进一步影响了工作量，扰乱了他们专注于眼前教学需求之外的任何事情的能力。虽然前面提到的学分减少并不能解决分歧问题，但学分减少、多种授课形式和在线教师会议已经导致所有教育工作者在校园里的教学/会议天数减少。一位受影响的教育工作者说:“我终于觉得我可以重新思考了。”非教学日给了我们喘息的空间，减少的工作量也腾出了我们临时教师的时间来专注于课堂以外的项目。 随着美国学生群体的多样化，教育工作者的工作职责和需求的转变，以及由于项目关闭和语言要求的取消而导致的语言教育机会的减少，现在是时候打破排斥、不平等和分歧的传统，转而支持包容性的教学实践，为学习者和教育工作者创造和提供包容性和公平的社区。在下面，我总结了密歇根州立大学德语基础语言项目团队的一些变化，我领导这个团队直到2022年夏天，为改善机会、公平和包容所做的改变。我将首先讨论与学生相关的变化，然后是与教育者相关的变化。为不断变化的美国大学生群体创造包容的环境，需要调整为一种学生类型建立的系统，在许多情况下，这种学生类型不再代表实际的学生群体。调整后的课程还必须满足那些以前人数不足的学生的需求。有趣的是，校园里的服务提供者和教育工作者报告说，学生的需求有所增加。2009年至2020年间，美国的本科总入学率下降了9%，尽管公立机构的入学率有所增加(National Center for Education Statistics, 2022a)。不同种族和民族的本科生入学率发生了变化，西班牙裔入学率显著增加。非居民外国人本科入学人数也有显著增加。这些变化表明，多文化和多语言学生的数量有所增加。根据国家教育统计中心(2022b)的数据，2015-2016年，19%的本科生是残疾学生，但只有三分之一的学生向学校报告了他们的残疾。根据第一代学生成功中心(RTI International, 2019)的数据，2015-2016年，56%的学生被归类为第一代学生。这一点在公立大学尤为明显。我们的项目，密歇根州立大学的德语基础语言项目，已经认识到我们的教学材料和教学实践不能满足当前学生的需求。已经有许多举措使材料更具包容性和代表性(例如教科书系列impulse Deutsch (Tracksdorf等人，2019)或德国研究合作实验室，n.d)，并且关于此类课程变化的报告和指南正在增加(例如，Cooper, 2020;Criser & Knott, 2019)。因此，我将在这里重点介绍一些额外的包容性教学实践:多语言社区建设、通用设计和访问。语言课程的教科书和评分标准通常采用二元身份:母语者和外国人。以母语为母语的人是理想的，而外国人有文化和语言上的缺陷。然而，我们的学生经常把多文化和多语言的技能带到课堂上，并可能在多文化和多语言的环境中应用他们的德语技能。在Douglas Fir小组(2016)的额外语言习得跨学科模型的基础上，我们修改了我们的材料、任务和评分标准，以允许多语言和多元文化。因此，我们承认我们的学习者和教育者正在参与“多语言行动和互动的多语言背景，有助于多语言技能”(Douglas Fir Group, 2016年，第25页)。例如，文化比较是在社区层面上进行的(你的社区与我们正在学习的社区)，而不是美国与德国的比较。评分标准侧重于能够有效地与其他讲德语的人交流——允许跨语言、语言多样性和使用各种符号学资源，包括和超越语言。此外，所有的作业和考试评分标准都侧重于学生能做什么，而不是计算或记录仍在出现的内容，从而从缺陷观点转变为学习者作为多语言互动参与者的观点。由于很大一部分有残疾的学生没有透露自己的残疾，而且由于有很多其他因素会影响学生参与最初设计的学习能力，我们从通用设计的角度仔细研究了我们的课程政策和实践。通用设计意味着改变环境来满足人的需求，而不是改变人。虽然一项修改可能是为了满足某一个人的特殊需要而设计的，但它是为所有人实施的，因为它也可能使其他人受益。我们大致遵循CAST的通用学习指南设计(CAST, 2018)，旨在创造一个提供多种参与、代表、行动
{"title":"Inclusive pedagogical practices for multiple stakeholders","authors":"Senta Goertler","doi":"10.1111/tger.12259","DOIUrl":"10.1111/tger.12259","url":null,"abstract":"<p>As US student populations diversify, educators’ job responsibilities and needs shift, and access to language education dwindles due to program closures and the removal of language requirements, it is time to disrupt the tradition of exclusion, inequity, and bifurcation in favor of inclusive pedagogical practices that create and provide access to inclusive and equitable communities for learners and educators. In the following, I summarize some of the changes the German Basic Language Program team at Michigan State University, which I led until summer 2022, has made to improve access, equity, and inclusion. I will first discuss the changes relevant for students and then those for educators.</p><p>Creating inclusive environments for the changing US college student population requires adjustments to a system that was built for one type of student, which in many cases no longer represents the actual student population. Adjusted curricula must also address the needs of those previously underrepresented. Anecdotally, service providers and educators on campus report an increase in students’ needs. Total undergraduate enrollment in the United States has decreased by 9% between 2009 and 2020 though enrollment in public institutions has increased (National Center for Education Statistics, <span>2022a</span>). Undergraduate enrollment changed across racial and ethnic groups with a significant increase in Hispanic enrollment. There was also a significant increase in non-resident alien undergraduate enrollment. These shifts suggest an increase in multicultural and multilingual students. According to the National Center for Education Statistics (<span>2022b</span>), in 2015–2016 19% of undergraduates were students with disabilities, but only one-third reported their disability to the university. According to the Center for First-Generation Student Success (RTI International, <span>2019</span>), in 2015–2016, 56% of students were classified as first-generation students. This is especially pronounced at public universities.</p><p>Our program, the German Basic Language Program at Michigan State University, has recognized that our pedagogical materials as well as our pedagogical practices were not meeting the needs of our current students. There have already been many initiatives to make materials more inclusive and representative (such as the textbook series <i>Impuls Deutsch</i> (Tracksdorf et al., <span>2019</span>) or <span>the German Studies Collaboratory</span>, n.d.) and reports of and guidelines for such curricular changes are increasing (e.g., Cooper, <span>2020</span>; Criser & Knott, <span>2019</span>). Hence, I will focus here on some additional inclusive pedagogical practices: multilingual community building, universal design, and access.</p><p>The US higher education has seen a shift in the proportion of contingent, in comparison to tenured, professors, which has been especially pronounced in the Humanities (e.g., Mintz, <span>2021</span>). In ","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"206-210"},"PeriodicalIF":0.3,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching German from a decolonial perspective: Critical dystopia as critique of race, gender, and class in Unternehmer","authors":"Priscilla Layne","doi":"10.1111/tger.12258","DOIUrl":"10.1111/tger.12258","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"173-177"},"PeriodicalIF":0.3,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p><i>Impuls Deutsch 2</i> (<i>ID 2</i>) is available either in print or online. The online version is housed in <i>BlinkLearning</i>, a third-party software previously reviewed in <i>Die Unterrichtspraxis</i> (Rothe, <span>2021</span>). <i>BlinkLearning</i> also serves as the web portal for <i>Impuls Deutsch 1</i> (Maxey, <span>2021</span>). The flipped classroom approach requires students to engage first with activities from LERNEN, then use activities from MACHEN in class, and practice again with ZEIGEN. At Northwestern University, we used ID 2 for the entire academic year of 2022–2023, and this review reflects that experience.</p><p>The first four chapters are overladen with grammar. Starting with Chapter 5, the pace eases, and more basic grammar points are reviewed. For example, Chapter 1 treats the following points: temporal prepositions, ordinal numbers, simple past of all verbal groups (weak, strong, and mixed), present perfect, temporal clauses, temporal prepositions, past perfect, and sentence structure. By contrast, Chapter 5 introduces no new grammar. Nonetheless, instructors may choose a more effective gateway to the book: Chapter 5 (“German in Plural” and review of cases) and Chapter 6 (“Environment and Communication” and review of tenses) would be better choices for opening the book for they align well with Chapter 0 presenting the inclusive language. They also bring more contemporary and dynamic vocabulary focused on people, not historically or technically specific terms. With their pioneering content and limited emphasis on grammar, those chapters better reflect the book's overall approach. Chapter 1 (“East-West Stories and Histories”), full of historical events and grammar-heavy, and Chapter 2, wrapped around the topic of fear and the subjunctive (“Who would Dare? Rollercoasters”), are ill-suited as an introduction to the book.</p><p>The audio, video, and texts are often minimally annotated or adapted, dipping into B2 and C1 levels. To stimulate students’ deeper engagement with, understanding of, and reflection on the material, the instructor may need to provide additional support pertinent to A2 level learners: more detailed comprehensive, interpretative, and evaluative questions; close work with vocabulary and discussion models directly relevant to students’ lives. New vocabulary, about 300 expressions per chapter, serves rather as a glossary as it is not matched by sufficient practice opportunities. Students are expected to look up even more vocabulary at home to complete exercises, in addition to the frequent “Recherche” assignments. This approach individualizes students’ learning, making each student's path more independent, much like self-study would, for better or worse.</p><p>There are additional drawbacks to the book: Of 64 intended videos (5–10 per chapter), 25 have not yet been produced as of June 2023. For Chapters 7 and 8, no video content is available. Significantly, <i>ID 2</i> does not include a test bank or any
{"title":"Impuls Deutsch 2: Intercultural, Interdisciplinary, Interactive","authors":"Martina Kerlova","doi":"10.1111/tger.12254","DOIUrl":"10.1111/tger.12254","url":null,"abstract":"<p><i>Impuls Deutsch 2</i> (<i>ID 2</i>) is available either in print or online. The online version is housed in <i>BlinkLearning</i>, a third-party software previously reviewed in <i>Die Unterrichtspraxis</i> (Rothe, <span>2021</span>). <i>BlinkLearning</i> also serves as the web portal for <i>Impuls Deutsch 1</i> (Maxey, <span>2021</span>). The flipped classroom approach requires students to engage first with activities from LERNEN, then use activities from MACHEN in class, and practice again with ZEIGEN. At Northwestern University, we used ID 2 for the entire academic year of 2022–2023, and this review reflects that experience.</p><p>The first four chapters are overladen with grammar. Starting with Chapter 5, the pace eases, and more basic grammar points are reviewed. For example, Chapter 1 treats the following points: temporal prepositions, ordinal numbers, simple past of all verbal groups (weak, strong, and mixed), present perfect, temporal clauses, temporal prepositions, past perfect, and sentence structure. By contrast, Chapter 5 introduces no new grammar. Nonetheless, instructors may choose a more effective gateway to the book: Chapter 5 (“German in Plural” and review of cases) and Chapter 6 (“Environment and Communication” and review of tenses) would be better choices for opening the book for they align well with Chapter 0 presenting the inclusive language. They also bring more contemporary and dynamic vocabulary focused on people, not historically or technically specific terms. With their pioneering content and limited emphasis on grammar, those chapters better reflect the book's overall approach. Chapter 1 (“East-West Stories and Histories”), full of historical events and grammar-heavy, and Chapter 2, wrapped around the topic of fear and the subjunctive (“Who would Dare? Rollercoasters”), are ill-suited as an introduction to the book.</p><p>The audio, video, and texts are often minimally annotated or adapted, dipping into B2 and C1 levels. To stimulate students’ deeper engagement with, understanding of, and reflection on the material, the instructor may need to provide additional support pertinent to A2 level learners: more detailed comprehensive, interpretative, and evaluative questions; close work with vocabulary and discussion models directly relevant to students’ lives. New vocabulary, about 300 expressions per chapter, serves rather as a glossary as it is not matched by sufficient practice opportunities. Students are expected to look up even more vocabulary at home to complete exercises, in addition to the frequent “Recherche” assignments. This approach individualizes students’ learning, making each student's path more independent, much like self-study would, for better or worse.</p><p>There are additional drawbacks to the book: Of 64 intended videos (5–10 per chapter), 25 have not yet been produced as of June 2023. For Chapters 7 and 8, no video content is available. Significantly, <i>ID 2</i> does not include a test bank or any ","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"211-213"},"PeriodicalIF":0.3,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Wolkenkratzer A1 and A2","authors":"Maxwell Perry Phillips","doi":"10.1111/tger.12255","DOIUrl":"10.1111/tger.12255","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"216-217"},"PeriodicalIF":0.3,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Wir alle A1","authors":"Chiedozie M. Uhuegbu","doi":"10.1111/tger.12253","DOIUrl":"10.1111/tger.12253","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"214-215"},"PeriodicalIF":0.3,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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