Unterrichtspraxis-Teaching German最新文献

{"title":"Praxis articles and Forum on recruitment and retention","authors":"Karin Baumgartner, Mathias Schulze","doi":"10.1111/tger.12280","DOIUrl":"10.1111/tger.12280","url":null,"abstract":"<p>In the previous issue, we presented the new submission templates (Baumgartner & Schulze, <span>2023</span>, p. 100) for the three main manuscript types in <i>Die Unterrichtspraxis—</i>Praxis article, Research article, and Forum article (https://onlinelibrary.wiley.com/page/journal/17561221/homepage/forauthors.html). These templates contain guidelines for each manuscript type. To showcase our new article category, this issue begins with three Praxis articles. The Forum articles in the second part are in response to our call for papers on “Recruitment and Retention: Challenges, Strategies, and Best Practices.” These are followed by four Research articles. Three Invited Reviews complete the issue.</p><p>Praxis—the “practical application of a theory” (<span>Merriam-Webster, n.d</span>.)—is, of course, taken from the name of this journal <i>Die Unterrichtspraxis</i>. A Praxis article serves as a valuable resource for German teachers, professors, and students in German Studies or in teacher training, who are seeking to translate theoretical knowledge into practical action. Thus, these articles are meant to bridge theory and practice and offer insight, guidance, and real-world examples. They support colleagues and graduate assistants in implementing theories or concepts in their teaching of the German language and culture. Beginning with a solid foundation in theory, these articles demonstrate how ideas can be practically applied in the classroom. They provide actionable steps, strategies, or recommendations. Praxis articles are often accompanied by case studies, examples, or teacher reflections. They address common challenges or obstacles encountered by German teachers and their students and offer suggestions for overcoming them. Crucially, Praxis articles provide evidence for the likely success of the discussed procedures or approaches and clarify the specific educational or institutional settings. A good Praxis article will show how its insights can be transferred to another context. Typically around 4000 words in length, these articles may extend to 8000 words, including references.</p><p>The first of the Praxis articles in this issue is titled “Using music reviews in the intermediate L2 German classroom: An exploratory lesson in genre-based writing.” Sophia Strietholt, Julie Larson-Guenette, and Gemini Fox present an exploratory, genre-based writing lesson, which they conducted in a third-year collegiate German language course. The authors address the lack of pedagogical strategies and materials for intermediate-level German language classes by introducing a lesson on consumer music reviews. Their lesson incorporates genre-based pedagogical principles, the flipped-classroom approach, and the use of the DWDS corpus tool [https://www.dwds.de/] for vocabulary building. The second article in this category, “Texts and contexts: Linguistic landscapes, graffiti, film, and literature in L2 classes” by Susanne Wagner and Gisela Hoecherl-Alden, famili","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"1-4"},"PeriodicalIF":0.3,"publicationDate":"2024-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12280","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140999988","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":"Back in business! Professional German(s) at Rhodes College","authors":"Nina Morais, Kathryn Holihan","doi":"10.1111/tger.12279","DOIUrl":"https://doi.org/10.1111/tger.12279","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"47-51"},"PeriodicalIF":0.3,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141085092","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":"Uncertainty is in the Form: A functional, meaning-based approach to teaching ambiguity as author choice in Kafka's “Vor dem Gesetz”","authors":"Daniel Walter","doi":"10.1111/tger.12277","DOIUrl":"10.1111/tger.12277","url":null,"abstract":"<p>There is a need for a continued focus on language learning in advanced language classes beyond the foundations that are formed in the beginning and intermediate levels. Despite this need, little work exists on how to implement language-focused instruction in upper-level courses. As one possible solution, this paper outlines a functional, meaning-based approach to teaching language that could be easily adopted by all instructors, regardless of their professional training and/or research interests. As an example of this approach, the study described in this paper investigates the instruction of Subjunctive 1 through its function as indirect speech in a literary context. Eight participants in a fourth-semester German course engaged with the Subjunctive 1 form through a lesson focused on Kafka's authorial choices in the text <i>Vor dem Gesetz</i> that create a sense of uncertainty. This approach complements the traditional teaching of Subjunctive 1, such as in journalistic contexts, by centering it as a tool for meaning making in an author's lexicogrammatical toolkit. An analysis of pre/posttests that included both quantitative and qualitative data was used to assess the effectiveness of the approach. The results indicate an overall positive effect for the instruction but also individual variation by the learner. These findings support both the utility of and need for functional, meaning-based approaches in upper-level courses. Finally, I discuss how this type of approach could be adopted for any linguistic feature and by any instructor teaching advanced courses to support students’ linguistic growth throughout the curriculum.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"118-134"},"PeriodicalIF":0.3,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140661560","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":"A collaboration between a high school and a college German program: Retention and articulation","authors":"Meagan K. Tripp","doi":"10.1111/tger.12278","DOIUrl":"10.1111/tger.12278","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"61-65"},"PeriodicalIF":0.3,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140665460","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":"Going above and beyond: Motivations of L2 German learners to (dis)continue language study","authors":"Megan Wadas,&nbsp;Julia Goetze,&nbsp;Carrie Jackson","doi":"10.1111/tger.12274","DOIUrl":"10.1111/tger.12274","url":null,"abstract":"<p>Second-language (L2) learner motivation has been a thriving subfield within L2 acquisition research for decades, particularly since the development of the L2 Motivational Self System (L2MSS), a multi-faceted motivational theory. This survey-based study examines (1) whether L2MSS facets differ between students intending to continue (or discontinue) learning German past the language requirement and (2) whether any relationship exists between the different selves within the L2MSS, students’ L2 Learning Experience (L2E), and their Willingness to Communicate (WTC). Third-semester learners’ mean ratings of their Ideal Self, Anti-Ought-To Self, WTC, and Attitudes Toward the L2 Community were significantly higher among students intending to continue German study beyond the language requirement (<i>N = </i>28) than those discontinuing study (<i>N = </i>46). Multiple regression analyses predicted a positive effect of the Ideal Self on ratings of both L2E and WTC. Qualitative analysis revealed themes of <i>fear</i> and <i>positive attitudes toward the German language/culture</i> among learners intending to continue German study, while non-continuers predominantly mentioned the <i>language requirement</i>. Both continuers and non-continuers mentioned the <i>concrete and abstract utility</i> of language learning as an additional motivation. The implications of these results for student recruitment and retention in German language programs are discussed.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"87-102"},"PeriodicalIF":0.3,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12274","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140668557","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":"Retaining students through labor-based grading and dual modality","authors":"Gwyneth Cliver","doi":"10.1111/tger.12273","DOIUrl":"https://doi.org/10.1111/tger.12273","url":null,"abstract":"&lt;p&gt;In response to a series of enrollment challenges, I have developed online sections for all German courses, usually offered simultaneously with synchronous instruction within a single course, as well as introduced labor-based grading, eschewing summative performance assessments. This Forum article outlines these efforts and describes how they are fostering program gains. For a decade, my small program at a Midwestern metropolitan university has been under pressure to grow in a difficult environment. In 2018, the board of the largest suburban school district in the region ended middle-school German. Disciplines that have historically awarded the bachelor of arts have begun to offer the bachelor of science to circumvent the four-semester language requirement. Dual enrollment options for high school students have increased, which promotes undergraduate recruitment but automatically shrinks introductory and intermediate courses. Finally, an ongoing budget crisis in our university system has threatened small programs. Meanwhile, as the sole full-time professor in a language program that includes both a major and a minor, I develop and maintain the dual-mode curriculum—both in-person and online—for a regular rotation of 14 courses, as well as providing all the student support required for program upkeep, such as advising and rapport- and community-building. These circumstances have made it impossible to launch the high school outreach to which I aspire.&lt;/p&gt;&lt;p&gt;Enrollment began to plummet in the 2010s. After years of having up to 30 students every fall in our third-semester course, only 17 enrolled in fall 2016, an abrupt and marked decline. We had gained a third section of first-semester German only to watch enrollment dive so quickly that we finally had only one. Upper-division courses, which had historically been small but usually still met the 10-student minimum and often rose to the mid- to high teens, soon shrunk to anxiety-provoking lows of four to seven. However, in the last 2 years, despite continued lower enrollment at the intermediate level primarily attributable to fewer new students from high schools, we have re-established a second section of introductory German in fall semesters, and upper-division courses are beginning to climb again. Most importantly, more students are pursuing majors and minors: after a combined low of nine in spring 2020, there are currently 19 four years later (see Table 1). I credit two fundamental changes for this momentum: the development of online modes for every course and the rejection of performance-based summative assessments in favor of labor-based grading (Inoue, &lt;span&gt;2019&lt;/span&gt;; Tobin &amp; Behling, &lt;span&gt;2018&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;Since fall 2021, I have been creating online sections for each course so that students can opt to participate in person or asynchronously. Although we encourage synchronous instruction, we make a small number of online “seats” available to those with temporal or spatial restrictions","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"52-56"},"PeriodicalIF":0.3,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12273","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141084984","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":"Review of Literacies in Language Education (Paesani and Menke)","authors":"Karin Maxey","doi":"10.1111/tger.12276","DOIUrl":"10.1111/tger.12276","url":null,"abstract":"&lt;p&gt;Kate Paesani and Mandy Menke advance the discourse on multiliteracies in language education with this practical volume for educators. They address teachers of all languages and levels, who may have varying levels of interest in shifting to a multiliteracies approach. Intended as a guidebook, the volume's two parts address the theory and practice of implementing this approach in language pedagogy and the practical aspects of integrating it with frameworks teachers may already know and use, like communicative language teaching. The companion website offers supplemental materials such as sample lesson plans and structured templates that teachers can use to plan their own units and lessons. It is easy to imagine this book being used as part of a reading group for language educators (perhaps facilitated by a language or teaching center) or as part of a course on second language pedagogy for newer instructors.&lt;/p&gt;&lt;p&gt;The book is divided into two parts, which address the theory and the practice of adopting a multiliteracies approach. Part I summarizes previous research on multiliteracies in backward design (Chapter 2), discusses how to set clear and achievable learning objectives and how to communicate them to students (Chapter 3), provides practical ideas for selecting and designing activities around texts, defined broadly (Chapter 4), and establishes principles and practices for designing literacies-based assessments (Chapter 5).&lt;/p&gt;&lt;p&gt;Part II presents the four processes of multiliteracies, which are loosely based on Bloom's original taxonomy: experiencing, conceptualizing, analyzing, and applying. Paesani and Menke provide activity types for each of the processes. This section also addresses the real concerns that teachers might hold with regard to designing and implementing multiliteracies pedagogy. Instructors may worry about the challenge of designing multiliteracies lessons for novice-level learners, the extra time required to find texts, planning lessons that carry students through all four multiliteracies processes, and the possibility that teachers’ courses may exist within a sequence where not every course takes the same approach, especially in higher education, but in K-12 settings as well.&lt;/p&gt;&lt;p&gt;In the five chapters of Part II, the authors present practical strategies for aligning curriculum and teaching practices with objectives and assessments and for using backward design within a multiliteracies framework. Chapter 6 dives more deeply into the four knowledge processes central to multiliteracies—experiencing, conceptualizing, analyzing, and applying—and shows how they fit into the seven stages of a lesson. The goals of employing these processes are twofold: (1) to ensure that students understand texts and broader genre conventions and (2) to make sure that they can create context- and audience-appropriate texts themselves. Each following chapter addresses one of the four knowledge processes, defining the term and explaining its role in ","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"140-141"},"PeriodicalIF":0.3,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690900","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":"A comparative analysis of literary testimony: Teaching with Holocaust diaries and memoirs","authors":"Sarah Painitz","doi":"10.1111/tger.12275","DOIUrl":"10.1111/tger.12275","url":null,"abstract":"<p>This paper provides concrete suggestions for teaching two Holocaust testimonies, Irene Hauser's diary and Ruth Klüger's memoir <i>Still Alive</i>. Hauser's and Klüger's texts effectively illustrate the differences between diaries and memoirs while recounting similar experiences. Such a comparative analysis, I argue, achieves two goals: First, by comparing two different types of autobiographical texts, students gain a deeper understanding and appreciation of the complexities, contradictions, and tensions inherent in autobiographical writing, ultimately encouraging students to become more accepting of ambiguity in their learning. Second, by focusing on Holocaust testimonies, students learn about persecution, injustice, and oppression, increasing their awareness of global issues, interculturalism, and social justice. The pedagogical approach and teaching suggestions outlined here are easily adaptable and can be applied to the teaching of autobiographical writing in other thematic contexts.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"32-41"},"PeriodicalIF":0.3,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696335","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":"I still don't get it: Easy versus difficult grammar in intermediate German","authors":"Scott Windham,&nbsp;Kristin Lange","doi":"10.1111/tger.12272","DOIUrl":"10.1111/tger.12272","url":null,"abstract":"<p>This study investigated the relative ease or difficulty of grammar commonly taught in intermediate (second-year) German at the university level. Previous studies have investigated the ease or difficulty of specific grammar structures, factors that make it difficult to learn L2 grammar, and teachers’ and learners’ perceptions of difficult grammar. The aim of the present study was to provide an overview of a year's worth of grammar instruction to guide decisions about grammar sequencing, instructional approaches, and instructional time. Grammar was grouped into units consisting of a pre-test, an instructional sequence, and a post-test. Test data were gathered from 498 grammar pre- and post-tests over a 3-year period. The authors hypothesized that certain grammar topics (e.g., vowel-changing present-tense verbs; the perfect) would be relatively easy, while others (e.g., noun and pronoun case; pluperfect) would be relatively difficult. These hypotheses were only partially confirmed. Results showed the pluperfect, comparative and superlative, and preterite were relatively easily learned, whereas fixed prepositions, pronouns, relative clauses, dative verbs, and the passive were much more difficult to learn. The results suggest that instructors focus on easy and essential grammar, introduce difficult grammar without formal assessment, and use test data to sequence topics within and across course levels.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"103-117"},"PeriodicalIF":0.3,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12272","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140728666","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":"Partnerships between K-12 and higher education: New opportunities for students and teachers","authors":"Katherine Kerschen,&nbsp;William Layher","doi":"10.1111/tger.12270","DOIUrl":"10.1111/tger.12270","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"66-70"},"PeriodicalIF":0.3,"publicationDate":"2024-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140734697","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}