Didaktik Slawischer Sprachen (DiSlaw) (Journal)
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Language Through Culture - Culture Through Language with Alma Karlin
No full textThe article describes the preparation and realization of an excursion to a bilaterally organized exhibition about the Slovenian globetrotter Alma Karlin. She went on a world trip at the beginning of the 20th century. Long forgotten, her cultural-historical significance is being rediscovered in the 21st century. New research results are didactically used in connection with highly topical socio-political issues. In a cross-course setting, cultural and language teaching are considered holistically. Individual and cooperative phases alternate and complement each other.The article describes the preparation and realization of an excursion to a bilaterally organized exhibition about the Slovenian globetrotter Alma Karlin. She went on a world trip at the beginning of the 20th century. Long forgotten, her cultural-historical significance is being rediscovered in the 21st century. New research results are didactically used in connection with highly topical socio-political issues. In a cross-course setting, cultural and language teaching are considered holistically. Individual and cooperative phases alternate and complement each other
Development of Interpretation Exercises with the Help of a Corpus of Political Speeches: Using the Example of German Adjectives Formed According to the \u27Numeral + Superlative\u27 Pattern (e.g., zweitgrößter)
No full textВ статье демонстрируется методика подготовки упражнений по синхронному переводу (СП) с помощью языковых корпусов. Введение посвящено актуальности вопросов, связанных с упражнениями для отработки переводческих навыков. Вторая часть кратко описывает формат предлагаемого тренинга и автоматизацию навыков как одну из целей при обучении СП. Третья часть содержит пошаговую инструкцию по использованию языковых корпусов для обучения СП на примере из практики: при возникновении у учащихся сложностей с переводом немецких составных прилагательных, образованных по схеме «числительное + суперлатив» (zweitgrößter и пр.). Hеобходимые упражнения были в короткий срок созданы с помощью онлайн-корпусов политических речей. Применение корпуса упрощает поиск примеров и позволяет предоставить студентам большое количество материалов для самостоятельного тренинга. Кроме того, примеры, полученные из корпуса политических речей, обладают соответствующей стилистикой, тематикой и лексическим содержанием, что делает их особенно ценными для подготовки будущих синхронистов. Заключительная часть описывает процесс дидактизации полученных материалов и их потенциальную роль в дифференциации и индивидуализации обучения СП.The article demonstrates a way to prepare exercises in simultaneous interpreting (SI) with the help of online language corpora. The introduction focuses on the relevance of part-task training. The second part briefly describes the format of the proposed training, and the automation of sub-skills as one of the goals in SI pedagogy. The third part is a step-by-step guide for using language corpora in SI training based on the following practice example: to tackle difficulties with interpreting German compound adjectives like zweitgrößter (pattern ‘numeral plus superlative’) into Russian. The necessary exercises were created using political speech corpora available online. Using a corpus simplifies the search for examples and provides a large amount of training material for independent practice. Moreover, examples from the political speech corpora show appropriate stylistic quality, discourse, and vocabulary, which makes them especially valuable for training future SI professionals. The final part describes the didactic adaptation of the corpus-based materials and the potential role of the suggested method in the differentiation and individualization of SI training.The article demonstrates a way to prepare exercises in simultaneous interpreting (SI) with help of online language corpora. The introduction focuses on the relevance of part-task training. The second part briefly describes the format of the proposed training, and the automation of sub-skills as one of the goals in SI pedagogy. The third part is a step-by-step guide for using language corpora in SI training based on the following practice example: to tackle difficulties with interpreting of German compound adjectives like zweitgrößter (pattern ‘numeral plus superlative’) into Russian, the necessary exercises were created using political speech corpora available online. The use of a corpus simplifies the search for examples and allows to provide a large amount of training material for independent practice. Moreover, examples from the political speech corpora show appropriate stylistics quality, discourse and vocabulary, which makes them especially valuable for training future SI professionals. The final part describes the didactic adaptation of the corpus-based materials and the potential role of the suggested method in differentiation and individualization of SI training
The (Un)Sustainability and (Non)Use of the Educational Model for Czech as a Minority Language in the Republic of Croatia
No full textGiven that the models of education in minority languages and scripts in the Republic of Croatia are aimed primarily at students belonging to minorities, the authors focus on reaffirmation of minority language education also for the children of the majority population. Teaching them together could not only contribute to the sustainability of specific minority language education models, but also the development of bilingualism in both language groups. That would also be a direct indicator of interculturalism, the goal that the educational-political discourse in Croatia has been striving declaratively for more than two decades. Therefore, the paper focuses on the most visible implementation problems of existing models but also on the possibilities of enrollment of the majority students. By interviewing 18 former participants of the model B of secondary education in Czech as a minority language, the paper examined whether the existing models achieve the goals of preserving the minority language and identity, what the implemen-tation of bilingual classes looks like in practice and whether it contributes to the continuation of education and the professional achievement of students. Based on the analysis of the obtained results, what was highlighted was the need for redesigning the curriculum and the introduction of new methods and content, which, in addition to the basic requirement for quality increase, would simultaneously enable the inclusion of the majority students.S obzirom na to da su modeli obrazovanja na manjinskim jezicima i pismima u Republici Hrvatskoj u postojećemu obliku primarno usmjereni na učenike pripadnike manjina, autorice se u radu fokusiraju na reafirmaciju učenja manjinskoga jezika i za djecu većinskoga stanovništva. Na taj bi se način ne samo doprinosilo održivosti provedbe određenih modela obrazovanja na manjinskim jezicima, već i poticanju dvojezičnosti kod obiju jezičnih grupa, a što bi ujedno bio i izravan doprinos interkulturnosti kojoj obrazovno politički diskurs u Republici Hrvatskoj već više od dva desetljeća deklarativno teži. U radu se stoga nastoji ukazati na najizraženiju problematiku provedbe postojećih modela, a potom i na mogućnosti uključivanja većinskih učenika. Intervjuiranjem 18 bivših polaznika modela B srednjoškolskoga obrazovanja na češkome kao manjinskome jeziku nastojalo se ispitati ostvaruju li postojeći modeli ciljeve očuvanja manjinskoga jezika i identiteta, analiziralo se kako izvođenje dvojezične nastave izgleda u praksi te doprinosi li nastavku školovanja i profesionalnome ostvarivanju učenika. Na temelju analize dobivenih rezultata istaknuta je potreba za redizajnom plana i programa te uvođenjem novih metoda i sadržaja koji bi, osim osnovnoga zahtjeva za povećanjem kvalitete, istovremeno omogućili i uključivanje učenika većinske populacije
Language(s) in education: An Auto-Ethnography of Meaningful Language Moments Across a Lifetime
Get PDFIn this chapter the complexities and intricacies of the psychology of language in education are explored. The chapter draws primarily on the South African socio-political context to investigate shifting perceptions on language use in educational contexts of high diversity, significant inequality and historical contestations. An auto-ethnographic approach is utilised to trace the manifestations of four psychological constructs, i) emotion, ii) motivation, iii) reinforcement, and iv) problem-solving in language decision-making in relation to education, over a period of five decades (1972–2022). The personal narrative study agitates for the creation of dialogic spaces of constructive debate and negotiation, acceptance of partiality and reciprocal, inclusive participation in language landscapes. The study also positions emotion as an incitement to engagement on matters of language diversity. It elevates motivation, reinforcement and problem-solving as critical tools to create long-term solutions to multiple educational challenges. Moreover, the study echoes the effects of the psychology of language on literacy levels, language-of-instruction preferences, perception-and-science dichotomies and the politicisation of language in education. In essence, the chapter seeks to enhance the pursuit of quality education by acknowledging the integral nature of the psychology of language in education across the developmental lifespan.In this chapter the complexities and intricacies of the psychology of language in education are explored. The chapter draws primarily on the South African socio-political context to investigate shifting perceptions on language use in educational contexts of high diversity, significant inequality and historical contestations. An auto-ethnographic approach is utilised to trace the manifestations of four psychological constructs, i) emotion, ii) motivation, iii) reinforcement, and iv) problem-solving in language decision-making in relation to education, over a period of five decades (1972–2022). The personal narrative study agitates for the creation of dialogic spaces of constructive debate and negotiation, acceptance of partiality and reciprocal, inclusive participation in language landscapes. The study also positions emotion as an incitement to engagement on matters of language diversity. It elevates motivation, reinforcement and problem-solving as critical tools to create long-term solutions to multiple educational challenges. Moreover, the study echoes the effects of the psychology of language on literacy levels, language-of-instruction preferences, perception-and-science dichotomies and the politicisation of language in education. In essence, the chapter seeks to enhance the pursuit of quality education by acknowledging the integral nature of the psychology of language in education across the developmental lifespan
Einen Akzent im Deutschen haben: Akademiker*innen mit Migrationshintergrund im Gespräch
Get PDFСтатья посвящена проблеме иностранного акцента в немецком языке и сопровождающим его вопросам фоссилизации. Иностранный акцент рассматривается как маркер идентичности и как эффект, возникающий из-за неправильной (по отношению к общепринятому стандарту) либо нетипичной для немецкого языка артикуляции и сохраняющийся на протяжении неопределенного времени. Внимание в статье уделяется особой группе говорящих – ученым, имеющим опыт проживания в эмиграции десяти и более лет и владеющим немецким языком как иностранным на уровнях C1-C2 согласно общеевропейской системе языковых компетенций. В исследовании используется метод групповой дискуссии, позволяющий выявить установки и мнения отдельных членов опрашиваемой группы и всей группы целиком. Проведенная дискуссия охватывает три темы: 1) размышления о собственном уровне немецкого языка и ошибках произношения, 2) взгляды на иностранный (восточноевропейский) акцент в немецком языке и 3) стратегии минимизации иностранного акцента. Из-за пандемии коронавируса дискуссия проводилась онлайн. На основе онлайн-видеозаписи был подготовлен транскрипт и выполнен качественный контент-анализ, позволивший сделать ряд выводов касательно данных тем. Статья поднимает дополнительные вопросы о связи между индивидуальным многоязычием и идентичностью.The contribution deals with the foreign accent in German and the fossilization phenomena accompanying it. A foreign accent is an identity marker and arises from a non-random articulation incorrect about the standard pronunciation or atypical for Germans. Non-randomness means the accent persists over a long period. The study uses the group discussion method to reveal the attitudes and opinions of every interviewee. The interviewees were academics with a first-generation migratory background who have lived inGermany for ten years or longer and speak German at the C1 or C2 level (assessed according to the Common European Framework of Reference for Languages). The group discussion covered three topics: (i) reflections on one’s level of German with a focus on permanent phonetic errors, (ii) views on the foreign (Eastern European) accent in German, and (iii) strategies to minimize the own accent. Because of the coronavirus pandemic, the discussion was conducted online. A transcript was rendered based on the online video recording, and a qualitative content analysis was performed. This way, both the shared ex-perience of the groupcould be ascertained, and several inferences regarding fossilization could be drawn. Last, the paper formulates desiderata on the relationship between individual multilingualism and identit
Back to the Future? School Russian Lessons in the 21st Century
No full textThis article deals with the question of how foreign language teaching, especially Russian, will be organized and designed in schools in the future. The rapidly changing social conditions mean that there is a great need for reform of the school system in Germany, which has so far responded too little to the changed conditions of digitality and has not adapted its learning and examination culture to the circumstances of the 21st century. Foreign language teaching, with its current focus on the acquisition of communicative skills, is increasingly being called into question by the rapid pace of technological progress at its core. If artificial intelligence (AI) based applications take over more, easier and better communicative skills in the future, the question arises whether the acquisition of intercultural communicative competencies should not play a greater role in foreign language acquisition. Based on this, suggestions are made as to how Russian lessons can be organized and designed in the future and what measures are necessary for this.This article deals with the question of how foreign language teaching, especially Russian, will be organized and designed in schools in the future. The rapidly changing social conditions mean that there is a great need for reform of the school system in Germany, which has so far responded too little to the changed conditions of digitality and has not adapted its learning and examination culture to the circumstances of the 21st century. Foreign language teaching, with its current focus on the acquisition of communicative skills, is increasingly being called into question by the rapid pace of technological progress at its core. If artificial intelligence (AI) based applications take over more, easier and better communicative skills in the future, the question arises whether the acquisition of intercultural communicative competencies should not play a greater role in foreign language acquisition. Based on this, suggestions are made as to how Russian lessons can be organized and designed in the future and what measures are necessary for this
The Use of Creative Dictation by Picture in Teaching Croatian as a Foreign, Second, and Heritage Language
No full textDictation is quite common in Croatian methodological literature, especially when it comes to elementary school teaching. Teachers use it to check and – at the same time –monitor and evaluate studentʼs knowledge –grammar, orthography, pronunciation and vocabulary. Knowledge can be checked by different types of dictation: controlling, explained, studied, creative, optional, dictation with error prevention, self-dictation and dictation with explanation (Visinko, 2015, 2016). Dictation in foreign language teaching, including Croatian as a foreign language, can also be implemented at higher education institutions (e.g. Jukić, 2018). This paper will present ways in which creative dictation by image, being a subtype of creative dictation, can be included in teaching Croatian as a second language at different levels of learning. The aim of this paper is to show the value of creative dictation by image and to provide examples of texts for the beginner, intermediate and advanced level of learning Croatian as a second language. It is argued that dictation is valuable in teaching because it contributes to the development of the studentʼs auditory memory, reaction and accuracy, while creative dictation by image is also an opportunity to introduce indirect reality into teaching.Diktat je u hrvatskoj metodičkoj literaturi dosta zastupljen, posebice kada je riječ o razrednoj nastavi. Učitelji se njime koriste kako bi provjerili, a usto i pratili i ocijenili, učenikovo znanje – gramatiku, pravopis, pravogovor i rječnik. Znanje se može provjeriti različitim vrstama diktata: kontrolnim, objašnjenim, proučenim, stvaralačkim, izbornim, diktatom s predusretanjem pogrešaka, samodiktatom i diktatom s obrazloženjem (Visinko, 2015, 2016). Diktat je u nastavi stranih jezika, pa tako i hrvatskoga kao stranoga jezika, moguće provoditi i na visokoškolskim ustanovama (npr. Jukić, 2018). U ovome će se radu predstaviti načini na koje se podvrsta stvaralačkog diktata – stvaralački diktat po slici – može uključiti u nastavu hrvatskoga kao inoga jezika na različitim razinama učenja. Cilj je rada prikazati vrijednosti stvaralačkoga diktata po slici i predstaviti primjere tekstova za početnu, srednju i naprednu razinu učenja hrvatskoga kao inoga jezika. Diktat je u nastavi zaista vrijedan jer pridonosi razvoju učenikova slušnoga pamćenja, reagiranja, točnosti, a stvaralački je diktat po slici prilika da se u nastavu uvede i posredna stvarnost
Differentiating through Digital Media: A short synopsis
No full textThe present article briefly overviews how digital media can be implemented in foreign language teaching for inclusion and differentiation purposes. Based on the DigCompEdu (2017) competence model, practical measures that can be taken to empower learners and cater for an inclusive, action- and media-based classroom, are discussed. The article also tackles the limitations of some existing online tools. Der vorliegende Artikel gibt einen kurzen Überblick darüber, wie digitale Medien im Fremdsprachenunterricht zu Zwecken der Inklusion und Differenzierung eingesetzt werden können. Auf Grundlage des Kompetenzmodells DigCompEdu (2017) werden praxisnahe Maßnahmen diskutiert, wodurch die Selbsttätigkeit der Lernenden gefördert sowie ein inklusiver, handlungs- und medienbasierter Unterricht gewährleistet werden kann. Im Artikel wird außerdem auf potenzielle Grenzen von Online-Tools hingewiesen.
Subjective Theories of (Future) Foreign Language Teachers on Multilingualism and Team Teaching
No full textIn a globalized world, there is a greater need than ever for cross-linguistic and team-oriented education of foreign language teachers that prepares them for the linguistic and cultural diversity in their future classrooms. The Innsbruck Model of Foreign Language Education (Innsbrucker Modell der Fremdsprachendidaktik) has been pursuing innovative paths for over 20 years and tries to take up these aspects in order to prepare students for this multilingual reality, as a mono-lingual habitus is still predominantly passed on in schools and universities. In this paper, subjective theories are triangulated using the example of two students and one teacher in order to elicit the (subjective) impact of education on (future) foreign language teaching.In a globalized world, there is a greater need than ever for cross-linguistic and team-oriented education of foreign language teachers that prepares them for the linguistic and cultural diversity in their future classrooms. The Innsbruck Model of Foreign Language Education (Innsbrucker Modell der Fremdsprachendidaktik) has been pursuing innovative paths for over 20 years and tries to take up these aspects in order to prepare students for this multilingual reality, as a mono-lingual habitus is still predominantly passed on in schools and universities. In this paper, subjective theories are triangulated using the example of two students and one teacher in order to elicit the (subjective) impact of education on (future) foreign language teaching
Länge mal Breite oder was ist ein Quadratmeter? Elemente kindlicher Erklärungsdidaktik!
Get PDFThe article presents the pragmalinguistic analysis of an explanatory talk between two didactically untrained speakers, triggered by the question: Why does length multiplied by width represent area? The speakers are Philipp and Michael (two brothers, 12 and 10 years old respectively at the time of recording in February 1989) and — marginally — their parents. The conversation comprises 97 replies, and lasted approximately 12 minutes.
After a brief overview of explaining as a speech act, there follows the pragmalinguistic and didactic interpretation of the conversation. This is continued by its interactive features, in particular the self- and other-positionings and thus the roles that the speakers assign to each other or assume themselves.
In many respects, the conversation reflects the manners of the social roles of teachers and pupils. Remarkable here are the numerous strategies of politeness as well as formulae organising talk. The younger brother’s process of understanding proceeds in several phases, whereby in particular the abstraction of the size of the area causes problems, reflected e.g. in the comment on the drawing accompanying the talk: but a square is not 1 meter (R 49). On the other hand, we see an unexpected degree of reflection on the process of understanding. The older brother\u27s patient use of different creative explanatory strategies reveals a high degree of didactic competence.In many respects, the conversation reflects the manners of the social roles of teachers and pupils. Remarkable here are the numerous strategies of politeness as well as formulae organising talk. The younger brother’s process of understanding proceeds in several phases, whereby in particular the abstraction of the size of the area causes problems, reflected e.g. in the comment on the drawing accompanying the talk: but a square is not 1 meter (R 49). On the other hand, we see an unexpected degree of reflection on the process of understanding. The older brother\u27s patient use of different creative explanatory strategies reveals a high degree of didactic competence