Unterrichtspraxis-Teaching German最新文献_第3页

From decolonizing area studies to intercultural citizenship practice 从非殖民化地区研究到跨文化公民实践

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Unterrichtspraxis-Teaching German Pub Date : 2023-10-22 DOI: 10.1111/tger.12257

Juntao Li, Manuela Wagner, Anke Finger

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Inclusive pedagogical practices for multiple stakeholders 针对多个利益相关者的包容性教学实践

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Unterrichtspraxis-Teaching German Pub Date : 2023-10-16 DOI: 10.1111/tger.12259

Senta Goertler

{"title":"Inclusive pedagogical practices for multiple stakeholders","authors":"Senta Goertler","doi":"10.1111/tger.12259","DOIUrl":"10.1111/tger.12259","url":null,"abstract":"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.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college student population requires adjustments to a system that was built for one type of student, which in many cases no longer represents the actual student population.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, 2022a). 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 (2022b), 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, 2019), in 2015–2016, 56% of students were classified as first-generation students. This is especially pronounced at public universities.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 Impuls Deutsch (Tracksdorf et al., 2019) or the German Studies Collaboratory, n.d.) and reports of and guidelines for such curricular changes are increasing (e.g., Cooper, 2020; Criser & Knott, 2019). Hence, I will focus here on some additional inclusive pedagogical practices: multilingual community building, universal design, and access.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, 2021). 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}

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Teaching German from a decolonial perspective: Critical dystopia as critique of race, gender, and class in Unternehmer 非殖民视角下的德语教学:批判反乌托邦对种族、性别和阶级的批判

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Unterrichtspraxis-Teaching German Pub Date : 2023-10-16 DOI: 10.1111/tger.12258

Priscilla Layne

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Das Leben: Deutsch als Fremdsprache A2 (Kurs- und Übungsbuch) (2021) 生活：德语作为外语 A2（课程和练习册）（2021 年）

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Unterrichtspraxis-Teaching German Pub Date : 2023-10-15 DOI: 10.1111/tger.12262

Léa Jouannais Weiler

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Das Leben: Deutsch als Fremdsprache A1 (Kurs- und Übungsbuch) (2020) 生活：德语作为外语 A1（课程和练习册）（2020 年）

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Unterrichtspraxis-Teaching German Pub Date : 2023-10-15 DOI: 10.1111/tger.12261

Zoë Burgard

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Impuls Deutsch 2: Intercultural, Interdisciplinary, Interactive 冲动德语2:跨文化，跨学科，互动

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Unterrichtspraxis-Teaching German Pub Date : 2023-10-11 DOI: 10.1111/tger.12254

Martina Kerlova

{"title":"Impuls Deutsch 2: Intercultural, Interdisciplinary, Interactive","authors":"Martina Kerlova","doi":"10.1111/tger.12254","DOIUrl":"10.1111/tger.12254","url":null,"abstract":"Impuls Deutsch 2 (ID 2) is available either in print or online. The online version is housed in BlinkLearning, a third-party software previously reviewed in Die Unterrichtspraxis (Rothe, 2021). BlinkLearning also serves as the web portal for Impuls Deutsch 1 (Maxey, 2021). 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.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.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.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, ID 2 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}

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Wolkenkratzer A1 and A2 Wolkenkratzer A1和A2

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Unterrichtspraxis-Teaching German Pub Date : 2023-10-04 DOI: 10.1111/tger.12255

Maxwell Perry Phillips

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Wir alle A1 我们都是A1式

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Unterrichtspraxis-Teaching German Pub Date : 2023-10-04 DOI: 10.1111/tger.12253

Chiedozie M. Uhuegbu

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(Re-)Discoveries in a time of disruption 中断时期的（再）发现

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Unterrichtspraxis-Teaching German Pub Date : 2023-05-15 DOI: 10.1111/tger.12250

Karin Baumgartner, Mathias Schulze

{"title":"(Re-)Discoveries in a time of disruption","authors":"Karin Baumgartner, Mathias Schulze","doi":"10.1111/tger.12250","DOIUrl":"https://doi.org/10.1111/tger.12250","url":null,"abstract":"In November 2022, the two new co-editors—Karin Baumgartner and Mathias Schulze—took over from Angelika Kraemer and Theresa Schenker. Theresa and Angelika are to be commended for their 6 years of excellent editorial work. Under their leadership, the Die Unterrichtspraxis blossomed with cross-over issues (with the German Quarterly) on fairy tales, for example, and tackled timely topics such as sustainability and community engagement. They left the journal in excellent form despite the COVID-19 pandemic that reshaped (not only) our profession.With the first issue of 2023, we affirm our commitment to publishing Original Articles (ca. 6000–8000 words) on research on the teaching and learning of the German language, the culture(s) of its peoples, and their societies as well as Invited Reviews of printed and digital resources for or about the teaching of German. In addition, we are reviving the Praxis Article (ca. 4000 words) on practical matters of teaching German in primary, secondary, and post-secondary education and an entirely new submission type: the Forum Article. These shorter articles—about 2000 words—are contributions to a discussion forum of diverse voices on different facets of a challenge, from various educational perspectives and institutional contexts, and from a range of geographical locations. Since Die Unterrichtspraxis/Teaching German is the society journal of the American Association of Teachers of German (AATG), these discussion topics arose and will arise from important discourses in the Association. We encourage AATG members to contact the co-editors Karin Baumgartner and Mathias Schulze with ideas for future sets of Forum articles.A forum on disruption therefore seemed timely and necessary. With our authors and readers, we hope to gain a better understanding of recent disruptions and to share first answers, successes, and possible solutions. Disruptions pose a challenge for teachers of German at all levels of education, personally and professionally. Thus, the set of 21 short articles in this issue is intended to help us as a community to give meaning to current challenges and to share what we have learned.The Forum was announced in November with a deadline of only 6 weeks for finished short articles. The response was formidable: Within days, 45 authors expressed interest with the submission of a short abstract; 37 full manuscripts were submitted for a first review. We asked some of the authors to write a research article since we believed that their topics, and you as the readers, will benefit from a full-length treatment. Other authors felt that their writing was triggering for them, and they put their articles aside for right now. We received submissions from around the world pointing to the fact that disruptions are a global phenomenon and—as German instructors—all of us are dealing with similar adversity.As we reviewed the contributions, we saw t","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"1-5"},"PeriodicalIF":0.3,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12250","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50134218","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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The intimacy of reading, or: An argument for slowing down 阅读的亲密感，或者:放慢速度的理由

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Unterrichtspraxis-Teaching German Pub Date : 2023-05-09 DOI: 10.1111/tger.12248

Elizabeth Mittman

{"title":"The intimacy of reading, or: An argument for slowing down","authors":"Elizabeth Mittman","doi":"10.1111/tger.12248","DOIUrl":"10.1111/tger.12248","url":null,"abstract":"In March 2020, so many pieces of our lives suddenly stood still while at the same time, technology spun faster than ever. Our institutions hurled Jamboard, Flipgrid, Packback, Padlet, and Google at us, to pretend our way forward after the briefest of pauses. Amidst the technological ramp-up, our kids stagnated in disengagement with online learning. When I say “our kids,” I mean both the entire collegiate student body and my own children, who were in middle and high school when the lockdown hit. Over the next 18 months, when we all huddled before our respective screens at home, I watched my middle schooler, propped up in bed, shrink to the size of a 2 × 2 black square on her class Zoom screen while the teacher valiantly tried to reach her and the other 25 or so black squares. Down the hall, in my study over the garage, my own screen did not look much different, particularly in the large (45–50 students) general education course on memory culture that I teach every fall at Michigan State University.In this bleak reality, two principles emerged as powerful tools for keeping my own and my students’ sanity: slowing down and reading deeply. These insights did not appear overnight but emerged gradually on the horizon as I spent a summer trying to figure out how best to translate the most meaningful aspects of that Gen Ed course into an online offering. Back in the physical classroom for two cycles now, I have purposefully maintained the pared-down memory culture syllabus, with its elongated focus on fewer primary texts. While most of my comments here reference a course taught in English outside of my own program, I have found the lessons I learned there to be relevant for my German courses as well. And while my primary examples concern literature, they can readily be expanded to any space of cultural expression that encourages us to engage in the kind of deep reflection that activates a connection between our own lives and other historically or geographically distant worlds. Regardless of teaching modality or lockdown level, I have become convinced that less truly is more and that taking the time to (re-)discover a love of slow, close reading can build resilience—both my students’ and my own.Initially motivated by a sense of sheer overwhelm, I found myself trimming the class content significantly: one novel was jettisoned altogether, as were most of a documentary play and two of four Shoah excerpts. Doing this allowed me to nearly double our calendar time spent with the major texts that remained—Ruth Kluger's Still Alive and Art Spiegelman's Maus. What began as a pragmatic search for more time to accommodate the complexities of online teaching quickly merged with other, less immediately tangible concerns. If my students were going to remain physically isolated from me and from each other, they needed a better pathway toward connection with the deeper questions of the course than my disembodied head talking through t","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"6-9"},"PeriodicalIF":0.3,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48859013","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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