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Interaktionsprozesse in einem virtuellen Austauschprojekt – duoethnografische Reflexionen der begleitenden Lehrpersonen 虚拟交流项目中的互动过程--随行教师的双重人格反思
Fremdsprachen Lehren und Lernen Pub Date : 2024-06-01 DOI: 10.24053/flul-2024-0003
Christine Biebricher, Diana Feick, Petra Knorr
{"title":"Interaktionsprozesse in einem virtuellen Austauschprojekt – duoethnografische Reflexionen der begleitenden Lehrpersonen","authors":"Christine Biebricher, Diana Feick, Petra Knorr","doi":"10.24053/flul-2024-0003","DOIUrl":"https://doi.org/10.24053/flul-2024-0003","url":null,"abstract":"In the discussion of international student mobility, virtual exchange(s) (VE) become increasingly important. Similar to on-site exchanges, VEs aim to provide students with an international experience and transcend geographical, social, and cultural boundaries. While students’ experiences with VEs have been presented repeatedly, this paper focuses on an aspect that features less prominently in the literature: the perceptions of a VE from the perspective of the facilitating team. We report on our experiences, interactions and reflections as supporting teacher educators in a VE project between German and New Zealand pre-service English teachers and New Zealand students of German. We employ the collaborative research approach of duoethnography to critically reflect on our experiences and practices with the VE as well as to portray our reflections on duoethnography as our chosen research approach. Our findings are based on continuous individual and collaborative written reflections throughout the project.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141232834","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}
引用次数: 0
„Vielleicht kann ich meinen Bildschirm teilen“ – Management von Spanisch-Online-Interaktionen im Rahmen eines Virtual Exchange "也许我可以共享我的屏幕"--虚拟交流背景下的西班牙语在线互动管理
Fremdsprachen Lehren und Lernen Pub Date : 2024-06-01 DOI: 10.24053/flul-2024-0005
Marta García García, Najara Martínez Niño
{"title":"„Vielleicht kann ich meinen Bildschirm teilen“ – Management von Spanisch-Online-Interaktionen im Rahmen eines Virtual Exchange","authors":"Marta García García, Najara Martínez Niño","doi":"10.24053/flul-2024-0005","DOIUrl":"https://doi.org/10.24053/flul-2024-0005","url":null,"abstract":"Virtual Exchange (VE) initiatives in higher education have seen an extraordinary increase in recent years. While the language of communication in VE in the great majority of cases is English, there is a considerable lack of studies on how VEs are conducted in other languages. In this paper, we report on some preliminary results of a VE project with Spanish as the lingua franca that took place in 2021 between members of the ENLIGHT Network as an extra-curricular activity. During the project various students of Spanish from different study backgrounds met in small groups via Zoom. The interactions, therefore, had the character of conversations-for-learning (Kasper/Kim 2015). None of the participants had the official role of a teacher or leader. The focus of this paper is on the question of the interactional self-management which means that we are looking at how the leading roles are managed. Specifically, we will analyze the common strategy of sharing the screen on Zoom. By comparing groups, we also provide insights into the effects of this particular practice on the interactions.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141229299","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}
引用次数: 0
Anika FREESE, Oliver Niels VÖLKEL (Hrsg.): Gender_Vielfalt_Sexualität(en) im Fach Deutsch als Fremd- und Zweitsprache. München: iudicium 2022, 237 Seiten [30,00 € und Open Access] Anika FREESE, Oliver Niels VÖLKEL (eds.): Gender_Vielfalt_Sexualität(en) im Fach Deutsch als Fremd- und Zweitsprache.慕尼黑：iudicium 2022，237 页[30,00 欧元，开放获取] 。
Fremdsprachen Lehren und Lernen Pub Date : 2024-06-01 DOI: 10.24053/flul-2024-0012
Thorsten Merse
{"title":"Anika FREESE, Oliver Niels VÖLKEL (Hrsg.): Gender_Vielfalt_Sexualität(en) im Fach Deutsch als Fremd- und Zweitsprache. München: iudicium 2022, 237 Seiten [30,00 € und Open Access]","authors":"Thorsten Merse","doi":"10.24053/flul-2024-0012","DOIUrl":"https://doi.org/10.24053/flul-2024-0012","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141230701","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}
引用次数: 0
Katrin THOMSON (Hrsg.): Classroom Discourse Competence. Current Issues in Language Teaching and Teacher Education. Tübingen: Narr Francke Attempto 2022 (Studies in English Language Teaching. Augsburger Studien zur Englischdidaktik), 476 Seiten [49 €] Katrin THOMSON (Hrsg):课堂话语能力。语言教学与教师教育的现状。<s:1>宾根:Narr Francke Attempto 2022(英语教学研究)。Augsburger Studien zur englishchdidaktik)， 476 Seiten[49€]
Fremdsprachen Lehren und Lernen Pub Date : 2023-10-16 DOI: 10.24053/flul-2023-0029
Marlene Aufgebauer
{"title":"Katrin THOMSON (Hrsg.): Classroom Discourse Competence. Current Issues in Language Teaching and Teacher Education. Tübingen: Narr Francke Attempto 2022 (Studies in English Language Teaching. Augsburger Studien zur Englischdidaktik), 476 Seiten [49 €]","authors":"Marlene Aufgebauer","doi":"10.24053/flul-2023-0029","DOIUrl":"https://doi.org/10.24053/flul-2023-0029","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182230","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}
引用次数: 0
Ene, mene, muh, raus bist du? Digitale Spiele als inklusive Lerngelegenheit in der Fremdsprachenlehrkraftbildung 哪一个?数码游戏，包括学习外语教学能力的机会
Fremdsprachen Lehren und Lernen Pub Date : 2023-10-16 DOI: 10.24053/flul-2023-0023
Carolyn Blume
{"title":"Ene, mene, muh, raus bist du? Digitale Spiele als inklusive Lerngelegenheit in der Fremdsprachenlehrkraftbildung","authors":"Carolyn Blume","doi":"10.24053/flul-2023-0023","DOIUrl":"https://doi.org/10.24053/flul-2023-0023","url":null,"abstract":"Incorporating digital gaming in the target language may be at odds with an inclusive approach to English language teaching, defined broadly, if these games exclude some participants due to technological features, disempowering content, or problematic actors. Despite these problems, however, digital games can equally offer opportunities for foreign language learning as well as for inclusion. This contribution describes a university-level seminar designed to foster pre-service teachers’ informed consideration of the opportunities and challenges associated with digital gaming in the English language classroom. An explanation of the theoretical principles and central elements of the learning opportunity for future English teachers is followed by a summary of the accompanying mixed-methods analysis. Subsequently, the ways in which the seminar supports the development of digital gaming literacy among the targeted pre-service teachers is discussed.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182243","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}
引用次数: 0
Christiane LÜTGE (Hrsg.): Foreign Language Learning in the Digital Age. Theory and Pedagogy for Developing Literacies. London: Routledge 2022, 284 S Christiane LÜTGE (Hrsg.):数字时代的外语学习。培养素养的理论与教学法。伦敦:劳特利奇出版社，2022,284 S
Fremdsprachen Lehren und Lernen Pub Date : 2023-10-16 DOI: 10.24053/flul-2023-0025
Jules Buendgens-Kosten
{"title":"Christiane LÜTGE (Hrsg.): Foreign Language Learning in the Digital Age. Theory and Pedagogy for Developing Literacies. London: Routledge 2022, 284 S","authors":"Jules Buendgens-Kosten","doi":"10.24053/flul-2023-0025","DOIUrl":"https://doi.org/10.24053/flul-2023-0025","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182232","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}
引用次数: 0
„weil es halt schwieriger ist zu reden als es einfach selber zu machen“ – Lernenden-Engagement und Escape Games im Spanischunterricht “因为交流比自制更加困难”——有时学习承担责任，还有在西班牙语课堂上玩脱衣舞
Fremdsprachen Lehren und Lernen Pub Date : 2023-10-16 DOI: 10.24053/flul-2023-0021
Marta García García
{"title":"„weil es halt schwieriger ist zu reden als es einfach selber zu machen“ – Lernenden-Engagement und Escape Games im Spanischunterricht","authors":"Marta García García","doi":"10.24053/flul-2023-0021","DOIUrl":"https://doi.org/10.24053/flul-2023-0021","url":null,"abstract":"Educational Escape Games (EEG) are learning scenarios in which participants must solve a series of puzzles with a clear educational purpose in order to escape from a (fictional) locked room under time pressure. This paper examines two EEGs designed by teacher education students and play-tested with two Spanish classes (10th and 13th grade). The study focuses on the construct of learner engagement from the perspective of conversation analysis and investigates the extent to which learners engage cognitively, affectively, and socially. The results demonstrate that the participants jointly accomplished the task of solving the puzzles as a shared activity, underscoring the high potential of EEGs in promoting engagement with the target language. However, the interaction in the target language still presents a significant challenge.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182229","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}
引用次数: 0
Brooke R. SCHREIBER, Eunjeong LEE, Jennifer T. JOHNSON, Norah FAHIM: Lingustic Justice on Campus. Pedagogy and Advocacy for Multilingual Students. Bristol, Jackson: Multilingual Matters 2022 [44,95 €] Brooke R. SCHREIBER, Eunjeong LEE, Jennifer T. JOHNSON, Norah FAHIM:校园语言正义。多语种学生的教学法与倡导。布里斯托尔，杰克逊:多语言事务2022[44,95欧元]
Fremdsprachen Lehren und Lernen Pub Date : 2023-10-16 DOI: 10.24053/flul-2023-0031
{"title":"Brooke R. SCHREIBER, Eunjeong LEE, Jennifer T. JOHNSON, Norah FAHIM: Lingustic Justice on Campus. Pedagogy and Advocacy for Multilingual Students. Bristol, Jackson: Multilingual Matters 2022 [44,95 €]","authors":"","doi":"10.24053/flul-2023-0031","DOIUrl":"https://doi.org/10.24053/flul-2023-0031","url":null,"abstract":"","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182238","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}
引用次数: 0
Akademische Lesekompetenz in der L2 Deutsch 显然是L2德语学术阅读技巧
Fremdsprachen Lehren und Lernen Pub Date : 2023-10-16 DOI: 10.24053/flul-2023-0024
Silvia Introna
{"title":"Akademische Lesekompetenz in der L2 Deutsch","authors":"Silvia Introna","doi":"10.24053/flul-2023-0024","DOIUrl":"https://doi.org/10.24053/flul-2023-0024","url":null,"abstract":"Given that reading German scientific texts is an essential skill for international students in German-language degree programs, one would not expect that this key competence for academic success is hardly promoted at German universities. That is why the question arises of how international students can achieve the level of academic reading competence required in German-language degree programs. This paper focuses on findings from a study using educational design research to investigate the academic reading competence in L2 German of international students in humanities and social sciences. Through the development and implementation of an academic reading program for international students, valuable insights into the acquisition of this key competence were gained in authentic learning situations.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182240","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}
引用次数: 0
Teaching (multi)literacies, supporting multilingual identities 教授(多种)素养，支持多种语言身份
Fremdsprachen Lehren und Lernen Pub Date : 2023-10-16 DOI: 10.24053/flul-2023-0022
Jules Buendgens-Kosten, Frederik Cornille, Shannon Sauro
{"title":"Teaching (multi)literacies, supporting multilingual identities","authors":"Jules Buendgens-Kosten, Frederik Cornille, Shannon Sauro","doi":"10.24053/flul-2023-0022","DOIUrl":"https://doi.org/10.24053/flul-2023-0022","url":null,"abstract":"The EFL classroom can be a place in which students develop target language skills and overarching plurilingual competencies, but also their multilingual identities. Digital games – including interactive fiction (IF) – may play a role in this context, as participation in digital games and gaming practices has been claimed to afford identity work. This paper is based on a follow-up study for the “FanTALES” Erasmus+ project. Drawing on IF stories created in a pedagogic intervention and on follow-up focus group interviews, it finds that multilingual storytelling in an interactive fiction context was challenging for students, even though they self-assessed their productive plurilingual competencies as fairly high, and that the writing task itself was only partially successful in creating a ‘translanguaging space’ in which all linguistic resources could be used and valued.","PeriodicalId":142968,"journal":{"name":"Fremdsprachen Lehren und Lernen","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182237","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}
引用次数: 0
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