Unterrichtspraxis-Teaching German最新文献

{"title":"Unlocking enrollment growth and visibility: The impact of German microcredentials at Oregon State University","authors":"Sebastian Heiduschke","doi":"10.1111/tger.12267","DOIUrl":"https://doi.org/10.1111/tger.12267","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"57-60"},"PeriodicalIF":0.3,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141084979","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":"Integriert, allgemeinbildungsorientiert und digitalisiert: Neuorientierungen bei der Vermittlung der deutschen Sprache in China","authors":"Nannan Ge,&nbsp;Yuan Li","doi":"10.1111/tger.12256","DOIUrl":"10.1111/tger.12256","url":null,"abstract":"<p>In recent years, the general conditions for teaching the German language in China have changed and the German language has experienced continuing growth in this context. Against this background, three new trends can be identified: namely integration, orientation towards general education, and digitalization. The reason for this is that the subject German as a Foreign Language with its dynamic development needs to be research-based, career-relevant, and relevant in the society and to individual growth. These demands have to be balanced with one another. Also, teaching the German language in China faces some challenges, such as raising the profile of German at universities, the continuity of learning German at primary/secondary schools and then later at universities, and the promotion of digital tools in teaching, learning, and research. Finally, regarding the teaching of the German language, it is expected that the cooperation between China, German-speaking countries and other countries where will be expanded and intensified.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"142-156"},"PeriodicalIF":0.3,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135679176","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":"Diversity, equity, inclusion, and accessibility","authors":"Karin Baumgartner,&nbsp;Mathias Schulze","doi":"10.1111/tger.12265","DOIUrl":"10.1111/tger.12265","url":null,"abstract":"&lt;p&gt;In the editorial of the first issue of this volume of &lt;i&gt;Die Unterrichtspraxis&lt;/i&gt;, we announced a number of teaching perspectives on diversity, equity, inclusion, and accessibility (DEIA) (Baumgartner &amp; Schulze, 2023, p. 5). These Forum articles are featured at the end of this issue, preceded by an extensive history of the DEIA movement in the United States (Tarnawska Senel, this issue). We are excited about being able to provide readers with a number of concrete suggestions about how to decolonize the curriculum and work toward a more just and equitable world.&lt;/p&gt;&lt;p&gt;The research section begins with &lt;b&gt;James Stratton&lt;/b&gt;'s article “Implicit and Explicit Instruction in the Second Language Classroom: A Study of Learner Preferences in Higher Education,” which discusses the preference of the German learners in his study for explicit instruction for pronunciation and vocabulary, for which they also showed improved learning gains. He argues that both implicit and explicit instruction have a place in teaching-and-learning processes. In their article “Effects of Extended Exposure to Video in the Language Classroom on Listening Proficiency,” &lt;b&gt;Theresa Schenker&lt;/b&gt; and &lt;b&gt;Lieselotte Sippel&lt;/b&gt; suggest that using a telenovela for targeted listening practice is useful to help learners develop their listening skills. The third Research Article “Reading Literature in the Digital Age: Connecting Students to Texts Orally and Aurally” is by &lt;b&gt;Carol Anne Costabile-Heming&lt;/b&gt; and &lt;b&gt;Rachel Halverso&lt;/b&gt;n. They also make an argument for the importance of listening. Students are guided toward listening to authors reading their own work or participating in an interview because combining spoken and printed texts by literary authors helps improve students’ listening and reading comprehension.&lt;/p&gt;&lt;p&gt;The research section is followed by two Praxis Articles, which are normally shorter than Research Articles (ca. 4000 words) and are not necessarily rooted in a research question or hypothesis. Rather, these articles focus on applicability in a practical educational context, provide a solution to a genuine challenge, or disseminate best practices in a challenging context. In the first Praxis Article “Integriert, allgemeinbildungsorientiert und digitalisiert: Neuorientierungen bei der Vermittlung der deutschen Sprache in China,” &lt;b&gt;Nannan Ge&lt;/b&gt; and &lt;b&gt;Yuan Li&lt;/b&gt; discuss a number of changes in the landscape of teaching-and-learning of German in China. They emphasize the necessary improvements in the articulation of German programs from schools to universities, the integration of the German program with a specialized subject program at the university level, and the increasing digitalization. The second Praxis article, &lt;b&gt;Magda Tarnawska Senel&lt;/b&gt;'s “Contextualizing DEIA in the German Language Classroom: Terminology and History, DDGC and Recent Developments, Practices, and Resources”, introduces the historical development of diversity, equity, and inclusion (DEI) and di","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"100-102"},"PeriodicalIF":0.3,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12265","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135679808","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":"Implicit and explicit instruction in the second language classroom: A study of learner preferences in higher education","authors":"James M. Stratton","doi":"10.1111/tger.12263","DOIUrl":"10.1111/tger.12263","url":null,"abstract":"<p>In a recent study, English-speaking L2 learners of German who received explicit instruction made significantly greater improvements in pronunciation and vocabulary than learners who received implicit instruction. Against the backdrop of this work, the present study reports learner preferences and perceptions about implicit and explicit language instruction. Results highlight a general preference for explicit instruction among university students, with implicit instruction reported as a source of stress and learner anxiety. While implicit and explicit instruction both have a place in the L2 classroom, learners reported that explicit instruction helped circumvent crosslinguistic transfer and ease anxiety. Many learners reported the expectation of declarative knowledge as a function of higher education instruction, suggesting that the exclusive goal of communicative competence may be an insufficient target for university language students. This study highlights the importance of explicit instruction in the L2 classroom.</p>","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"103-117"},"PeriodicalIF":0.3,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12263","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135726099","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":"Reading literature in the Digital Age: Connecting students to texts orally and aurally","authors":"Carol Anne Costabile-Heming,&nbsp;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}

{"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}

{"title":"From decolonizing area studies to intercultural citizenship practice","authors":"Juntao Li,&nbsp;Manuela Wagner,&nbsp;Anke Finger","doi":"10.1111/tger.12257","DOIUrl":"10.1111/tger.12257","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"178-182"},"PeriodicalIF":0.3,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/tger.12257","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461379","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":"Inclusive pedagogical practices for multiple stakeholders","authors":"Senta Goertler","doi":"10.1111/tger.12259","DOIUrl":"10.1111/tger.12259","url":null,"abstract":"&lt;p&gt;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.&lt;/p&gt;&lt;p&gt;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, &lt;span&gt;2022a&lt;/span&gt;). 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 (&lt;span&gt;2022b&lt;/span&gt;), 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, &lt;span&gt;2019&lt;/span&gt;), in 2015–2016, 56% of students were classified as first-generation students. This is especially pronounced at public universities.&lt;/p&gt;&lt;p&gt;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 &lt;i&gt;Impuls Deutsch&lt;/i&gt; (Tracksdorf et al., &lt;span&gt;2019&lt;/span&gt;) or &lt;span&gt;the German Studies Collaboratory&lt;/span&gt;, n.d.) and reports of and guidelines for such curricular changes are increasing (e.g., Cooper, &lt;span&gt;2020&lt;/span&gt;; Criser &amp; Knott, &lt;span&gt;2019&lt;/span&gt;). Hence, I will focus here on some additional inclusive pedagogical practices: multilingual community building, universal design, and access.&lt;/p&gt;&lt;p&gt;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, &lt;span&gt;2021&lt;/span&gt;). 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}

{"title":"Das Leben: Deutsch als Fremdsprache A2 (Kurs- und Übungsbuch) (2021)","authors":"Léa Jouannais Weiler","doi":"10.1111/tger.12262","DOIUrl":"10.1111/tger.12262","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"57 1","pages":"138-139"},"PeriodicalIF":0.3,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135759664","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}