Didaktik Slawischer Sprachen (DiSlaw) (Journal)
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Multilingualism and Transcultural Learning in the Curriculum of the Interdisciplinary Cross-Border Studies Master\u27s Program
Get PDFThe paper addresses one question: What makes the Cross-Border Studies (CBS) MA a multilingual study program? The first part presents the CBS MA curriculum, developed on the basis of current research literature on multilingualism and transcultural learning. The multilingual essence of the trans-and interdisciplinary CBS MA program is visible among others in the German-and English-language tracks. Besides these languages of instruction, the MA program encompasses at least two target languages, one of which is mandatorily Slavic (BCMS, Russian or Slovene). The intended objective of the CBS MA is to educate future experts who will actively operate between languages and cultures. Therefore, the program’s focus is not on acquiring language skills only, but also skills in the intercultural, i.e., interpersonal, sociolinguistic, and social areas. These are covered in the inter-and transdisciplinary compulsory and guided electives (Gebundene Wahlfächer). In the second part of the paper, the CBS MA is discussed in the context of multilingual and multicultural universities. We argue that it is possible to introduce English as a language of instruction and keep a multilingual setting, which includes preserving the local languages. Numerous strategies used within the program both in and outside the classroom to reinforce multilingualism and language diversity are presented.Prispevek odgovarja na vprašanje, zakaj je mastrski študijski program Cross-Border-Studies (CBS MA) večjezični študijski program. V prvem delu prispevka predstavljamo kurikul mastrskega študija CBS, ki je bil razvit na podlagi aktualne strokovne strokovne literature s področja večjezičnosti ter transkulturnega učenja. Večjezičnost znotraj trans- in interdisciplinarnega mastrskega študijskega programa se med drugim kaže tudi pri možnosti študija (izbiri učnega jezika) v nemškem ali angleškem jeziku. Poleg omenjenih učnih jezikov obsega mastrski program vsaj dva ciljna jezika, od katerih je eden obvezno slovanski (BHMS ali ruščina ali slovenščina). Cilj CBS MA je izobraziti bodoče strokovnjake, ki bodo aktivno delovali med jeziki in kulturami. Program se torej ne osredotoča samo na pridobivanje jezikovnih veščin, ampak tudi medkulturnih, zlasti na medosebnem, sociolingvističnem in socialnem področju. Te so zajete v inter- in transdisciplinarnih obveznih in izbirnih predmetih (nem. Gebundene Wahlfächer). V drugem delu prispevka je mastrski študij CBS obravnavan v kontekstu večjezičnih in večkulturnih univerz. Prispevek trdi, da je mogoče uvesti angleščino kot učni jezik in ohraniti večjezičnost, kar vključuje ohranjanje lokalnih jezikov. Predstavljene so številne strategije, ki se uporabljajo v programu tako v učilnici kot zunaj nje za krepitev večjezičnosti in jezikovne raznolikosti
Herkunftssprecher*innen im Russisch-Lehramtsstudium: Ein Vergleich curricularer Rahmenbedingungen für den Ausbau sprachlich-kommunikativer Kompetenzen angehender Russisch-Lehrkräfte in Deutschland
Get PDFIn Russian language teacher degree programs, learners of Russian as a heritage language differ in linguistic-communicative skills from monolingual native speakers as well as foreign language learners and are often not sufficiently considered. The didactics of Russian as a heritage language is missing despite a multitude of general recommendations and isolated available research results. This leads to individual solutions for dealing with the learners’ heterogeneity. This article compares the current curricular frameworks at German universities offering Russian teacher programs to summarize current trends for dealing with different prerequisites of Russian language learners. Based on this comparison, best practice examples will be presented and discussed.Herkunftssprachliche Russisch-Lernende stellen in lehramtsbezogenen Studiengängen des Russischen eine Teilgruppe dar, deren sprachlich-kommunikative Voraussetzungen sie von monolingualen Russischsprecher*innen sowie von Fremdsprachenlernenden unterscheiden und oft nicht im ausreichenden Maß berücksichtigt werden. Eine zusammenhängende Didaktik des Russischen als Herkunftssprache fehlt trotz einer Vielzahl allgemeiner Empfehlungen und vereinzelt verfügbarer Forschungsergebnisse. Dies führt zu individuellen Lösungen für den Umgang mit heterogenen Studierendengruppen in der Lehramtsausbildung. Im vorliegenden Artikel werden die aktuellen curricularen Rahmenbedingungen an deutschen Universitäten, an denen ein Russisch-Lehramtsstudium angeboten wird, miteinander verglichen, um die aktuellen Tendenzen für den Umgang mit unterschiedlichen Voraussetzungen der Russisch-Lernenden zusammenzufassen. Auf Basis dieses Vergleichs werden einige mustergültige Beispiele vorgestellt und diskutiert
Sorbischunterricht und die Evaluierung von Differenzierungsstrategien in aktuellen Schulkonzepten
Get PDFSorbian is a recognised minority language in Germany. According to current statistics, 4.851 pupils in the Free State of Saxony and the State of Brandenburg are learning Sorbian at the moment. In Saxony, where Upper Sorbian is taught with the status of mother tongue or first, second, or foreign language at a total of 16 schools according to the "Interschool concept 2plus", the linguistic heterogeneity in the individual classes and learning groups is particularly prominent. In view of school concepts, Upper and Lower Sorbian are not only taught in language classes, but are also used as the language of instruction in bilingual teaching. This article describes various differentiation and individualisation measures which, as a result of increasing linguistic heterogeneity, characterise both Sorbian and CLIL lessons. Such measures (lessons) are of decisive importance for the successful acquisition of the Sorbian language due to varied school framework conditions and learners’ language biographies. The concept of the evaluation of “2plus”, which was initiated in the Free State of Saxony in autumn 2022, will be presented. The research question to be answered is to what extent school lessons can contribute to the development of Sorbian language competences in the areas of listening and reading, speaking and writing.Serbšćina je w Němskej připóznata mjeńšinowa rěč. W tradicionelnym jadrowym teritoriju Swobodneho stata Sakskeje so hornjoserbšćina jako maćerna resp. prěnja rěč zwjetša w swójbach přiswoja a jako wšědna rěč nałožuje. Zwonka tutoho regiona a w Delnjej Łužicy je so rěčna změna rěče k němčinje wotměła. Tu přiswojitej so hornjo- a delnjoserbšćina zwjetša jako druha rěč w předšuli abo nawuknjetej so jako cuza rěč w šuli. Po aktualnej statistice wuknje tuchwilu 4.851 šulerjow w Sakskej a w Braniborskej serbsce. W Sakskej wuwučuje so hornjoserbšćina jako maćerna resp. prěnja, druha abo cuza rěč na cyłkownje 16 šulach po „šulske družiny přesahowacym koncepće 2plus”. Tu je rěčna heterogenita w jednotliwych rjadownjach a wuknjenskich skupinach wosebje wuwita. Hornjoserbšćina so tohorunja jako wuwučowanska rěč w bilingualnej wěcnofachowej wučbje nałožuje. W přinošku so rozdźělne naprawy diferencowanja a indiwidualizowanja wopisuja, kiž přiběraceje rěčneje heterogenosće dla wučbu serbšćiny kaž tež bilingualnu wěcnofachowu wučbu charakterizuja a kiž maja za wuspěšne přiswojenje rěče serbšćiny bytostny wuznam. W přinošku so koncepcija w nazymje 2022 zahajeneje ewaluacije koncepta “2plus” předstaji. Z njej ma so mj.dr. na slědźerske prašenje wotmołwić, kak daloko zamóže šulska wučba k wuwiću serbskorěčnych kompetencow we wobłukach zrozumjaceho słuchanja, zrozumjaceho čitanja, rěčenja a pisanja přinošować
Editorial Differentiation and Personalisation
No full textWir freuen uns, Ihnen die vierte Ausgabe der Zeitschrift DiSlaw, diesmal zum Thema „Differenzierung und Individualisierung“, präsentieren zu können.
Differenzierung sieht die Anpassung schulischer Lernangebote und Leistungsanforderungen an das eigene Lerntempo, die individuellen Interessen und persönliche Leistungsfähigkeit der Lernenden vor (vgl. Müller, 2018). Differenziert werden kann im schulischen Kontext auf verschiedene Arten, z.B. anhand von Aufgaben, Methoden, durch Wahlunterricht, nach Lernprodukten und sozialen Aspekten, um den unterschiedlichen Fähigkeiten, Lernstilen, Begabungen und Neigungen der Schüler*innen gerecht zu werden (vgl. ebd., 18–43; siehe hierzu auch Niggli, 2012). Der Unterricht slawischer Sprachen in Europa ist zunehmend durch die Heterogenität der Lernenden gekennzeichnet, wie z.B. aufgrund von bilingualen, herkunftssprachlichen und Fremdsprachenlernenden (vgl. z.B. Vogtenhuber et al., 2012, 22). In Anbetracht dieses breiten Spektrums sprachlicher und individuell bedingter Voraussetzungen bedarf es neuer Konzepte, Modelle und Aufgaben, die der steigenden Heterogenität der Lerngruppen gerecht werden.We are pleased to present the fourth issue of the DiSlaw journal to you, which is devoted to the topic “Differentiation and Personalisation”. Differentiation advocates the adaptation of school learning opportunities and performance requirements to the pupils’ own learning pace, individual interests, and personal capabilities (cf. Müller, 2018). In the school context, differentiation can occur in various ways, e.g. by means of different tasks and methods, optional classes, learning products, and social aspects (cf. ibid, 18–43). Thus, different abilities, learning styles, aptitudes, and inclinations of learners can be considered (cf. e.g. Niggli, 2012). In Europe, the teaching of Slavic languages is increasingly characterised by the heterogeneity of learners, such as bilingual and heritage speakers as well as foreign language learners (cf. e.g. Vogtenhuber et al., 2012, 22). In view of this broad spectrum of linguistic and individual differences, new concepts, models, and tasks are required to counterbalance the increasing heterogeneity of learner groups
Ausgabe 3: Mehrsprachigkeit und transkulturelles Lernen
No full textEs freut uns, in der dritten Ausgabe der Zeitschrift DiSlaw das Thema Mehrsprachigkeit und transkulturelles Lernen aufzugreifen, da die Sprache, obwohl sie nicht das einzige Kommunikationssystem darstellt, doch ein Spezifikum ist, das den Menschen vom Rest der lebenden Arten unterscheidet. Kein anderes Kommunikationssystem, das dazu dient, uns auszudrücken und soziale Identitäten auszubilden, weist einen derartig hohen Grad an Abstraktion und Symbolik auf. Noch komplexer wird es, wenn das Kommunikationssystem nicht nur in einer Sprache entwickelt und ausgebaut wird. Das hat zur Folge, dass in der Gesellschaft zwei- und mehrsprachige Sprecher*innen sichtbar und hörbar werden. Diese vielfältige Konstellation gehört heute zum Alltag und gilt nicht nur für Regionen, die über mehrere offiziell anerkannte Landessprachen verfügen. Die sprachliche Ausweitung in transkulturelle Räume machte erwartungsgemäß auch keinen Halt vor den Klassen- und Lehrräumen sowie dem Bildungssystem insgesamt. Damit einher gehen Herausforderungen, die von der Sprachdidaktik und -wissenschaft sowie der Sprachlehrund -lernforschung adäquate Ansätze und Lösungen fordern. We are pleased to announce the third issue of DiSlaw on the topic of multilingualism and transcultural learning, since language, while not the only communication system, is a specific feature that distinguishes humans from other living species. No other communication system that allows humans to expressthemselves and to form social identities has such a high degree of abstraction and symbolism. It becomes even more complex when the communicative system is developed and expanded in several languages, which results in bilingual and multilingual speakers becoming visible and audible in society. Diversity is part of our everyday life and does not only apply to regions that have more than one officially recognised national language. As expected, the linguistic expansion into transcultural spaces has not stopped at classroom doors, teaching spaces, and the educational system as a whole. This process is accompanied by challenges that demand adequate approaches and solutions from language pedagogy. A good ten years ago, Krumm and Reich addressed the importance of classifying and conceptualising this wide-ranging subject area by launching the multilingual curriculum (2011).
Learner Judgments on Lexical Difficulties in Russian Reading Texts
No full textThis study investigates factors that contribute to the perceived difficulty of the Russian vocabulary among learners at different CERF levels. We tested four hypotheses concerning word formation processes, learners’ familiarity with lexemes, morphonological alternations, and internationalisms. The first hypothesis stated that learners on advanced CERF levels are more familiar with the productive word formation processes and will therefore experience difficulties only with opaque word formations; this hypothesis was confirmed. The second hypothesis stated that learners on advanced CERF levels were more likely to know lexemes from the same word family and to use this to make inferences about new words. This hypothesis was also verified. The third hypothesis was not supported: lexemes with morphonological alternation are perceived as difficult only at lower levels. The fourth hypothesis posited that internationalisms relieve learners. This hypothesis was confirmed up to level B2, whereas on level C1 internationalisms are register-specific terms and are often perceived as difficult.This study investigates factors that contribute to the perceived difficulty of the Russian vocabulary among learners at different CERF levels. We tested four hypotheses concerning word formation processes, learners’ familiarity with lexemes, morphonological alternations, and internationalisms. The first hypothesis stated that learners on advanced CERF levels are more familiar with the productive word formation processes and will therefore experience difficulties only with opaque word formations; this hypothesis was confirmed. The second hypothesis stated that learners on advanced CERF levels were more likely to know lexemes from the same word family and to use this to make inferences about new words. This hypothesis was also verified. The third hypothesis was not supported: lexemes with morphonological alternation are perceived as difficult only at lower levels. The fourth hypothesis posited that internationalisms relieve learners. This hypothesis was confirmed up to level B2, whereas on level C1 internationalisms are register-specific terms and are often perceived as difficult
Eloquent (?) Silence in Text and Image: The Unspoken and Gaps in Contemporary, Diversity-Friendly, Italian and English Picture Books
No full textThe paper examines the representation of (gender-) diversity in two contemporary picture books, Piccolo Uovo and Julián is a Mermaid. In the scientific and medial exploration of both texts predominates a reception attitude that ignores the silence respectively the ‘empty spaces’ in the texts and pictures. This reduces the books’ reception to one certain interpretation and robs them of their immanent polyphony. Through a close reading of these texts and pictures it is shown and discussed how this potentially promotes (gender-) stereotyping and -discrimination, which contradicts the initial didactic aim to encourage diversity-consciousness and tolerance.The paper examines the representation of (gender-) diversity in two contemporary picture books, Piccolo Uovo and Julián is a Mermaid. In the scientific and medial exploration of both texts predominates a reception attitude that ignores the silence respectively the ‘empty spaces’ in the texts and pictures. This reduces the books’ reception to one certain interpretation and robs them of their immanent polyphony. Through a close reading of these texts and pictures it is shown and discussed how this potentially promotes (gender-) stereotyping and -discrimination, which contradicts the initial didactic aim to encourage diversity-consciousness and tolerance
Umwertung à la Nietzsche: Ol’ga Slavnikovas Roman Pryžok v dlinu
Get PDFThe paper deals with the revaluation of values in Ol’ga Slavnikova’s novel Pryžok v dlinu. The novels of this author are regularly awarded high-ranking literary prizes even though (or because) they fit into the broad stream of Russian fiction that openly interpret the present as a time when evil powers prevail and plunge humanity, especially Russia, into disaster. Most of these works, including Slavnikova’s, can be classified in their ideological orientation as belonging to the so-called ‘conservative turn’ and make use of a narrative that Russia is being robbed of its genuine core by external threats, be it capitalism, globalization, or postmodernism. In her novel Pryžok v dlinu, Slavnikova frames the concept of compassion as the cause of all evil. She follows the line of reasoning, familiar since Nietzsche, that compassion benefits the wrong people: thus untalented, criminally inclined egoists prevail in society, whereas the gifted suffer physical and psychological harm. But Slavnikova’s argument is even taken one step further: should not ‘unworthy’ lives be killed in time? The reaction of literary critics to such a proposition was strikingly restrained since they did not even subject such a provocative question to discussion.The paper deals with the revaluation of values in Ol’ga Slavnikova’s novel Pryžok v dlinu. The novels of this author are regularly awarded high-ranking literary prizes even though (or because) they fit into the broad stream of Russian fiction that openly interpret the present as a time when evil powers prevail and plunge humanity, especially Russia, into disaster. Most of these works, including Slavnikova’s, can be classified in their ideological orientation as belonging to the so-called ‘conservative turn’ and make use of a narrative that Russia is being robbed of its genuine core by external threats, be it capitalism, globalization, or postmodernism. In her novel Pryžok v dlinu, Slavnikova frames the concept of compassion as the cause of all evil. She follows the line of reasoning, familiar since Nietzsche, that compassion benefits the wrong people: thus untalented, criminally inclined egoists prevail in society, whereas the gifted suffer physical and psychological harm. But Slavnikova’s argument is even taken one step further: should not ‘unworthy’ lives be killed in time? The reaction of literary critics to such a proposition was strikingly restrained since they did not even subject such a provocative question to discussion
Are We Reading Literature or Comics? The Comic as a University Didactic Intervention on the Path to Multiliteracies
No full textThis article shows how comics can be used in university seminars on literature to strengthen stu-dents’ competencies in relation to the so-called “multiliteracies”. This concept was developed by the New London Group (1996) and proposes a multimodal approach, while at the same time drawing attention to socio-political contexts and inter- or transcultural issues – and has often been reduced to a mere media perspective, especially in the field of literature didactics and comics. By contrast, I aim to take up the original concept of “multiliteracies” and – enhanced by Jens Schröter’s theory (2008) of the “primordial-intermedial network” – to use selected Czech comics to show how reading them can open up a new view of literary texts and, ultimately, of languages and cultures in their entirety.This article shows how comics can be used in university seminars on literature to strengthen students’ competencies in relation to the so-called “multiliteracies”. This concept was developed by the New London Group (1996) and proposes a multimodal approach, while at the same time drawing attention to socio-political contexts and inter- or transcultural issues – and has often been reduced to a mere media perspective, especially in the field of literature didactics and comics. By contrast, I aim to take up the original concept of “multiliteracies” and – enhanced by Jens Schröter’s theory (2008) of the “primordial-intermedial network” – to use selected Czech comics to show how reading them can open up a new view of literary texts and, ultimately, of languages and cultures in their entirety
Editorial At the Interfaces of Didactics and Philology (Special Issue)
No full textThis special issue of DiSlaw - just like Wolfgang Stadler himself - is situated at the intersection of didactics and philology and presents some of the focal points that the founder of the journal has set in his academic career.Die vorliegende Sonderausgabe von DiSlaw befindet sich –genauso wie Wolfgang Stadler selbst –an den Schnittstellen von Didaktik und Philologie und bildet einige jener inhaltlichen Schwerpunkte ab, die der Begründer der Zeitschrift in seiner wissenschaftlichen Karriere gesetzt hat