Unterrichtspraxis-Teaching German最新文献

Implementing Virtual Exchanges in German Classrooms: Lessons Learned From a German–American Partnership 在德语课堂中实施虚拟交流：德美伙伴关系的经验教训

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Unterrichtspraxis-Teaching German Pub Date : 2026-10-12 DOI: 10.1111/tger.70058

Lieselotte Sippel

{"title":"Implementing Virtual Exchanges in German Classrooms: Lessons Learned From a German–American Partnership","authors":"Lieselotte Sippel","doi":"10.1111/tger.70058","DOIUrl":"https://doi.org/10.1111/tger.70058","url":null,"abstract":"<div>\u0000 \u0000 <p>Video-based virtual exchange offers German teachers a practical way to expand students’ opportunities for meaningful language use beyond the classroom. Drawing on a recent 3-month project between a US university and a German high school, this article presents recommendations for designing and implementing virtual exchanges in German classrooms. The project paired students strategically and included structured discussion topics to guide video-based conversations on Zoom. Prior to the conversations, half of the students from both institutions received metacognitive instruction on corrective feedback, training them to give feedback to their partners during the conversations. Survey results indicate that students valued the exchange for improving fluency, accuracy, and intercultural competence, with those trained in feedback reporting higher perceived learning gains and enjoyment. Results also emphasized the importance of low-stakes interaction with peers of a similar age. Based on these results, the article provides practical recommendations for German instructors at the high school and college level, such as defining clear goals, selecting appropriate discussion topics, pairing students strategically, incorporating feedback training, and reflecting on the exchange for continuous improvement. These practices aim to help instructors create engaging, effective, and culturally enriching virtual learning experiences for their students.</p>\u0000 </div>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 2","pages":""},"PeriodicalIF":0.3,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205454","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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Teaching German in the Age of Social Media: Integrating TikTok, Instagram, and YouTube Into the Foreign Language Curriculum 社交媒体时代的德语教学：将TikTok、Instagram和YouTube融入外语课程

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Unterrichtspraxis-Teaching German Pub Date : 2026-10-01 DOI: 10.1111/tger.70057

Cassandra Winkelman

{"title":"Teaching German in the Age of Social Media: Integrating TikTok, Instagram, and YouTube Into the Foreign Language Curriculum","authors":"Cassandra Winkelman","doi":"10.1111/tger.70057","DOIUrl":"https://doi.org/10.1111/tger.70057","url":null,"abstract":"<p>This article presents three lesson plans that demonstrate how TikTok, Instagram, and YouTube can be integrated into German language instruction through authentic, multimodal, and communicative classroom activities. It begins by reviewing the journal's archives to trace how these three platforms have been addressed in past issues. The article then examines current research on the pedagogical benefits of SNSs in the foreign language classroom, situating the three lesson plans within a broader context that encompasses computer-mediated communication, authentic materials, and intercultural learning. The third section explains the rationale behind the selection of the specific platforms and instructional strategies in the lesson plans. Building on this foundation, the article outlines three lesson plans that illustrate how authentic media content can support instruction and enhance interpretive, interpersonal, and presentational learning strategies, as well as diverse modes of communication. Finally, the article concludes with the Appendix, which provides a curated database of German-language social media accounts organized by platform and instructional topic.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 2","pages":""},"PeriodicalIF":0.3,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.70057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149145543","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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Developing an Open Educational Resource Textbook for Intermediate German: Steps, Pedagogical Decisions, and Student Perspectives 开发一个开放的中级德语教育资源教科书：步骤，教学决策和学生的观点

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Unterrichtspraxis-Teaching German Pub Date : 2026-09-05 DOI: 10.1111/tger.70055

Theresa Schenker

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Digitale Gamification beim Deutschlernen: Auswirkungen auf den Wortschatzerwerb und die Unterrichtsbeteiligung 学习中的数字游戏化：对词汇习得和学习参与度的影响

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Unterrichtspraxis-Teaching German Pub Date : 2026-08-08 DOI: 10.1111/tger.70052

Merve Çıldır, Ferdiye Çobanoğulları

{"title":"Digitale Gamification beim Deutschlernen: Auswirkungen auf den Wortschatzerwerb und die Unterrichtsbeteiligung","authors":"Merve Çıldır, Ferdiye Çobanoğulları","doi":"10.1111/tger.70052","DOIUrl":"https://doi.org/10.1111/tger.70052","url":null,"abstract":"<div>\u0000 \u0000 <p>Ziel dieser Studie ist es, die Wirkung gamifizierungsbasierter Anwendungen auf das Wortschatzwissen und die Unterrichtsbeteiligung von Studierenden zu untersuchen, die Deutsch als zweite Fremdsprache lernen. Die Studie wurde an einer staatlichen Universität in der Türkei mit türkischsprachigen Studierenden im ersten Jahr eines englischsprachigen Lehramtsstudiengangs durchgeführt, die Deutsch auf A1-Niveau lernten. Die Untersuchung folgte einem-experimentellen Prätest-Posttest-Kontrollgruppendesign. Obwohl gamifizierungsbasierte digitale Werkzeuge in der Fremdsprachendidaktik bereits umfassend untersucht wurden, konzentriert sich der Großteil der bisherigen Forschung vor allem auf den Englischunterricht. Experimentelle Forschung im Kontext des Deutschen als Fremdsprache, insbesondere auf Anfängerniveau, ist hingegen weiterhin begrenzt. Daher zielt diese Studie darauf ab, diese Forschungslücke zu schließen und zur Deutschdidaktik beizutragen. Während des Interventionsprozesses nahm die Experimentalgruppe an wöchentlichen Wortschatzaktivitäten teil, die mithilfe von Blooket, einem gamifizierten digitalen Lernwerkzeug, durchgeführt wurden. Die Kontrollgruppe erhielt traditionellen lehrwerksbasierten Unterricht. Die Ergebnisse zeigten eine signifikante Verbesserung der Wortschatzwerte in der Experimentalgruppe zwischen dem Prä- und dem Posttest. Darüber hinaus zeigten Studierende, die an den gamifizierten Aktivitäten teilnahmen, eine höhere Unterrichtsbeteiligung und eine größere Bereitschaft zur freiwilligen Teilnahme.</p>\u0000 </div>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 2","pages":""},"PeriodicalIF":0.3,"publicationDate":"2026-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148753011","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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Netzwerk Neu A2 (Kursbuch, Übungsbuch, Lehrerhandbuch) 第二版（教学手册）。

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Unterrichtspraxis-Teaching German Pub Date : 2026-08-06 DOI: 10.1111/tger.70054

Nicola Mazzotti

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Studierendenzeitschrift als Motivationsfaktor: Untersuchung der Außercurricularen Schreibmotivation und Themenwahl von Studierenden des Faches Deutsch Als Fremdsprache in der Türkei 土耳其语作为外语的学生的动机：土耳其语作为外语的学生的课外写作动机和主题选择的调查

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Unterrichtspraxis-Teaching German Pub Date : 2026-06-29 DOI: 10.1111/tger.70051

Ebru Üstün

{"title":"Studierendenzeitschrift als Motivationsfaktor: Untersuchung der Außercurricularen Schreibmotivation und Themenwahl von Studierenden des Faches Deutsch Als Fremdsprache in der Türkei","authors":"Ebru Üstün","doi":"10.1111/tger.70051","DOIUrl":"https://doi.org/10.1111/tger.70051","url":null,"abstract":"<div>\u0000 \u0000 <p>This qualitative study focuses on students enrolled in a BA teacher training program in German (German as a foreign language) at a Turkish university, i.e., pre-service teachers who are developing their writing skills in German through curricular and extracurricular activities as part of their training. The focus is on the project in which students voluntarily write articles on topics of their choice. The aim is to identify both thematic interests and individual motivations. The analysis is based on two data sets: Firstly, the content from ten published issues of the journal was categorized using qualitative document analysis. Secondly, semi-structured interviews were conducted with eleven actively involved students. The analysis was carried out by inductive categorization within the framework of qualitative content analysis. Coding by two independent coders resulted in a high level of agreement (Cohen's Kappa = 0.88). The results show a broad spectrum of thematic interests, particularly in the area of social, cultural and technical topics. The main motivations can be categorized into six areas: linguistic development, personal fulfillment, academic preparation, social interaction, everyday application and writing discipline. Writing for a real readership and the free choice of topics promote intrinsic motivation. The study shows that project-oriented writing formats have the potential to promote sustainable and self-determined learning in foreign language lessons.</p>\u0000 </div>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 2","pages":""},"PeriodicalIF":0.3,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148343280","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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How to Teach the German Democratic Republic (GDR) Through the Lens of Social Justice in a Fifth-Semester German Course 如何在第五学期的德语课程中以社会正义的视角教授德意志民主共和国

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Unterrichtspraxis-Teaching German Pub Date : 2026-06-29 DOI: 10.1111/tger.70048

Nick Ott, Bartell M. Berg

{"title":"How to Teach the German Democratic Republic (GDR) Through the Lens of Social Justice in a Fifth-Semester German Course","authors":"Nick Ott, Bartell M. Berg","doi":"10.1111/tger.70048","DOIUrl":"https://doi.org/10.1111/tger.70048","url":null,"abstract":"<div>\u0000 \u0000 <p>Eighteen secondary and postsecondary teachers of German participated in a 3-week AATG-sponsored professional development institute in Leipzig in July 2025. This article shares key pedagogical insights and teaching materials developed during the program, with a focus on broadening how the former German Democratic Republic (GDR) is represented in the university L2 German classroom. Drawing on theories of cultural memory, multiliteracies, and task-based language teaching, this article illustrates how instructors can engage students in collaborative, creative, and L2-mediated explorations of the GDR's history and culture. Sample modules highlight Leipzig's role in the Peaceful Revolution, DEFA films like <i>Die Legende von Paul und Paula</i>, and the perspectives of contract workers and their descendants. Throughout, special attention is given to multimodal approaches (e.g., archival artifacts, film analysis, and visual source interpretation) as tools to engage students in critical reflection. By reframing the GDR to include a diversity of perspectives and attending to questions of equity and inclusion, the article offers concrete strategies and adaptable classroom materials that make teaching the GDR more representative, reflexive, and resonant.</p>\u0000 </div>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"59 2","pages":""},"PeriodicalIF":0.3,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148343236","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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Unterrichtspraxis-Teaching German Pub Date : 2026-05-27

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Unterrichtspraxis-Teaching German Pub Date : 2026-05-27

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Unterrichtspraxis-Teaching German Pub Date : 2026-04-27

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