{"title":"Impuls Deutsch 2: Intercultural, Interdisciplinary, Interactive","authors":"Martina Kerlova","doi":"10.1111/tger.12254","DOIUrl":"10.1111/tger.12254","url":null,"abstract":"<p><i>Impuls Deutsch 2</i> (<i>ID 2</i>) is available either in print or online. The online version is housed in <i>BlinkLearning</i>, a third-party software previously reviewed in <i>Die Unterrichtspraxis</i> (Rothe, <span>2021</span>). <i>BlinkLearning</i> also serves as the web portal for <i>Impuls Deutsch 1</i> (Maxey, <span>2021</span>). 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.</p><p>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.</p><p>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.</p><p>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, <i>ID 2</i> 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}
{"title":"Wolkenkratzer A1 and A2","authors":"Maxwell Perry Phillips","doi":"10.1111/tger.12255","DOIUrl":"10.1111/tger.12255","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"216-217"},"PeriodicalIF":0.3,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646121","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":"Wir alle A1","authors":"Chiedozie M. Uhuegbu","doi":"10.1111/tger.12253","DOIUrl":"10.1111/tger.12253","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 2","pages":"214-215"},"PeriodicalIF":0.3,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645981","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":"(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":"<p>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 <i>Die Unterrichtspraxis</i> blossomed with cross-over issues (with the <i>German Quarterly</i>) 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.</p><p>With the first issue of 2023, we affirm our commitment to publishing <i>Original Articles</i> (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 <i>Invited Reviews</i> of printed and digital resources for or about the teaching of German. In addition, we are reviving the <i>Praxis Article</i> (ca. 4000 words) on practical matters of teaching German in primary, secondary, and post-secondary education and an entirely new submission type: the <i>Forum Article</i>. 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 <i>Die Unterrichtspraxis/Teaching German</i> 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.</p><p>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.</p><p>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.</p><p>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}
{"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":"<p>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.</p><p>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.</p><p>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 <i>Shoah</i> excerpts. Doing this allowed me to nearly double our calendar time spent with the major texts that remained—Ruth Kluger's <i>Still Alive</i> and Art Spiegelman's <i>Maus</i>. 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}
{"title":"Sammelsurium: A Reader and Workbook for Intermediate German","authors":"Catherine McNally","doi":"10.1111/tger.12228","DOIUrl":"10.1111/tger.12228","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"93-94"},"PeriodicalIF":0.3,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45906149","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 rediscovery of collaborative reading aloud in times of disruption","authors":"Renata Fuchs","doi":"10.1111/tger.12239","DOIUrl":"10.1111/tger.12239","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"10-13"},"PeriodicalIF":0.3,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48155672","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":"Teaching German in the post-pandemic era and the benefits of using technological tools: Examples of project-based learning","authors":"Sabrina Link","doi":"10.1111/tger.12231","DOIUrl":"10.1111/tger.12231","url":null,"abstract":"","PeriodicalId":43693,"journal":{"name":"Unterrichtspraxis-Teaching German","volume":"56 1","pages":"34-37"},"PeriodicalIF":0.3,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44025664","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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