Didaktik Slawischer Sprachen (DiSlaw) (Journal)
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Special Issue: At the Interfaces of Didactics and Philology: Collected Contributions in Honour of Wolfgang Stadler
No full textThe special issue of DiSlaw was compiled to honour Wolfgang Stadler as an outstanding scholar and esteemed colleague on the occasion of his retirement. For this purpose, we, the editors, decided to choose the journal (Didaktik Slawischer Sprachen) since it is a publication medium that Wolfgang Stadler as its founder and co-editor holds very dear. In reference to DiSlaw, one of the focal points of Wolfgang Stadler\u27s professional activity already becomes evident, namely the combination of teaching Slavic languages - in his case Russian - with academic reflection. Diese Sonderausgabe von DiSlaw ist entstanden, um Wolfgang Stadler anlässlich seines Eintretens in den Ruhestand als verdienten Wissenschaftler und geschätzten Kollegen zu ehren. Hierfür haben wir, die Herausgeber*innen, mit der Zeitschrift DiSlaw (Didaktik der Slawischen Sprachen) ein Medium gewählt, dem Wolfgang Stadler als Begründer und Mitherausgeber besonders verbunden ist. An DiSlaw zeigt sich bereits einer der Kernpunkte in seinem beruflichen Wirken, nämlich die Verbindung des Unterrichts von slawischen Sprachen – in seinem Fall ist es das Russische – mit wissenschaftlicher Reflexion darüber
Editorial Multilingualism and Transcultural Learning
No full textEs freut uns, in der dritten Ausgabe der Zeitschrift DiSlaw dasThema Mehrsprachigkeit und transkulturelles Lernenaufzugreifen, 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 Spre-cher*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.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 express themselves 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
"I Would Like to Speak Many Languages": The Attractiveness Factor in Language Acquisition in Multilingual Biographies
No full textZ eksplorativnim proučevanjem je raziskovalni tim z metodo vodenega intervjuja zbral podatke za prikaz dejavnikov, ki vplivajo na kontinuirano usvajanje jezikov v večjezičnem okolju in na rabo jezika v različnih organizacijskih oblikah manjšinskega šolstva na Koroškem. V članku so opisani raziskovalna metoda in instrument pridobivanja podatkov ter vsebina in ciljna skupina raziskave. Razčlenjena je jezikovna socializacija intervjuvank/intervjuvancev v eno- in večjezičnih družinah ter vprašanja čustvene navezanosti na določene jezike in razsežnosti motivacije za učenje drugih jezikov. Poleg tega so navedene povezave, ki izhajajo iz omenjenih področij.By using the explorative research approach of semi-structured interviews, indicators that influence students\u27 language acquisition in a multilingual environment could be determined. Moreover, ways of second language teaching implementation in different organizational forms of the minority school system in Carinthia/Koroška are presented. In this article, scientific methods and instruments will be presented as well as the respective content and the target group. An analysis of the linguistic socialization in mono-and multilingual families is explored, as well as partial fields of emotional connectedness to a specific language. Furthermore, dimensions of motivation to learn more languages will be addressed. Connections between the above-mentioned categories will be identified and interpreted
Learning Russian and Understanding Ukrainian: Practical Ideas for Working with Ukrainian in Russian Lessons
No full textThe article presents practical examples of how learners of Russian can be introduced to the Ukrainian language at school (secondary level Iand II), and how they can acquire both receptive and productive skillsin Ukrainian. After a brief theoretical overview of the two East Slavic languages, the author presents practical tasks based on recommendations from the field of intercomprehension. These tasks comprise phonetics, lexis, and sociopragmatics and intend to provide teachers with suggestionsand ideas on integrating Ukrainian into Russian language teaching at school, starting with the CEFRA-levels. The proposed tasks aim to raise the learners’ awareness of the differences between the two languages and to foster their languages kills.Both receptive and productive skills are considered, with an emphasis on the first one. Furthermore, the tasks tend to spark the pupils’ and students’ interest in the Ukrainian language, and to explore a (new) Slavic language with the help of Russian and familiar languages, thus promoting learners’ plurilinguistic competence.В данной статье предлагаются практические задачи, которые должны познакомить изучающих русский язык с украинским языком на школьных уроках (1-ая и 2-ая ступени среднего образования). С помощью представленных задачей отрабатываются как рецептивные, так и продуктивные виды речевой деятельности в целях овладения украинским языком. После краткого теоретического обзора этих двух восточнославянских языков, автор предлагает практические задачи, призванные дать учителям и преподавателям идеи о том, как интегрировать такие разделы украинского языка как фонетика, лексика и социопрагматика в уроки русского языка в школах, начиная с элементарного и базового уровней. Кроме того, предлагаемые задачи должны помочь учащимся осознать характеристики и различия между русским и украинским языками. Они способствуют развитию как рецептивного так и продуктивного вида речевой деятельности, с акцентом на рецептивный вид. Цель этих задачей – пробудить интерес учеников к украинскому языку, открыть (новый) славянский язык через русский и другие знакомые языки и, таким образом, способствовать развитию многоязычной компетенции учащихся
Geograf Globus Propil as a Contribution to Promoting Learner Autonomy in Schools
No full textSince the 1970s, learner autonomy has been a widespread and popular concept in education. This term generally involves helping learners become more independent in their learning process and taking responsibility for their own learning. Notwithstanding this positive attempt to improve learners’ independence and strengthen their personal responsibility, promoting learner autonomy is far from being self-evident in today’s foreign language classroom. The current article, therefore, takes a closer look at learner autonomy and summarizes the main suggestions for fostering learner autonomy provided in the research literature. Subsequently, the film The Geographer drank his globe away is discussed as a cinematic approach to learner autonomy. In the final section, ideas are presented on how to develop learner autonomy in the foreign language classroom with the help of the film.Since the 1970s, learner autonomy has been a widespread and popular concept in education. This term generally involves helping learners become more independent in their learning process and taking responsibility for their own learning. Notwithstanding this positive attempt to improve learners’ independence and strengthen their personal responsibility, promoting learner autonomy is far from being self-evident in today’s foreign language classroom. The current article, therefore, takes a closer look at learner autonomy and summarizes the main suggestions for fostering learner autonomy provided in the research literature. Subsequently, the film The Geographer drank his globe away is discussed as a cinematic approach to learner autonomy. In the final section, ideas are presented on how to develop learner autonomy in the foreign language classroom with the help of the film
The HiT-1 E-Course: Ten Years of Successfully Teaching and Learning Croatian as a Foreign, Second, and Heritage Language
Get PDFThis paper explores ten years of experience from the Croatian Internet Course (HiT-1) of the University of Zagreb developed for students who do not know Croatian at all or only know its basics. Using an e-learning system, Moodle Community (MoD) students discover, study and practice new content. An above-average dropout rate, associated with a sense of loneliness and insufficient interaction with the teacher and other students, is considered a major shortcoming of e-courses. To counteract this, HiT-1 offers individual live lessons twice a week. During them the e-content is repeated, practiced, and expanded through similar materials. HiT-1 students have pointed out in evaluations that live lessons led to successful attendance and completion, and thus to a very low dropout rate. In live lessons, students are exposed to Croatian from the beginning and use it in conversation with teachers; sometimes the teacher is the only L1 speaker of Croatian with whom they can speak Croatian. Finally, language acquisition is greatly influenced by regular, systematic monitoring of student activities in the MoD system, an individual approach, constant support, and encouragement, either by chat or in live lessons. So far 260 students from around 50 countries have attended the course, and more than 6,200 hours of individual live lessons have been held.U ovome se radu istražuje desetogodišnje iskustvo s Hrvatskoga internetskoga tečaja (HiT-1) Sveučilišta u Zagrebu namijenjenoga svima koji hrvatski uopće ne poznaju ili poznaju samo njegove osnove. U sustavu za e-učenje Moodle u društvu (MoD) učenici se upoznaju s novim sadržajima, proučavaju ih i uvježbavaju. Kako se velikim nedostatkom e-tečaja smatra iznadprosječni postotak odustajanja uzrokovan osjećajem usamljenosti te nedovoljnom interakcijom s nastavnikom i drugim učenicima, nastavni sadržaji iz esustava HiT-a obvezno se dopunjuju nastavom uživo. Na njoj se nastavni sadržaji dodatno objašnjavaju, uvježbavaju i proširuju uvođenjem sličnih sadržaja. Polaznici pak HiT-a u završnome vrednovanju upućuju na to da je upravo nastava uživo ključna za uspješno pohađanje i završavanje e-tečaja uz iznimno mali postotak odustajanja. Zahvaljujući nastavi uživo, učenici su od samoga početka izloženi hrvatskomu, mogu se njime služiti u razgovoru s nastavnicima, a mnogima od njih nastavnik je jedini izvorni govornik hrvatskoga jezika s kojim mogu razgovarati. I na kraju, na napredovanje pri usvajanju jezika zasigurno uvelike utječe svakodnevno sustavno praćenje učenikovih aktivnosti u MoD-u, individualni pristup, stalna potpora, ali i ohrabrivanje učenika, bilo chatom ili nastavom uživo. Tečaj je do sada pohađalo 260 polaznika iz 50-ak zemalja, a održano je i više od 6200 sati individualne nastave uživo
Distance Learning in Times of War
No full textThis article examines distance learning in the Ukrainian education system since the beginning of Russia\u27s invasion of Ukraine in February 2022. It briefly explores the platforms used for implementing distance learning and discusses challenges faced by displaced students and teachers, as well as by the education system.Dieser Artikel untersucht den Fernunterricht im ukrainischen Bildungssystem seit dem Beginn der russischen Invasion in der Ukraine im Februar 2022. Er geht kurz auf die Plattformen ein, die für die Umsetzung des Fernunterrichts genutzt werden, und erörtert die Herausforderungen, denen die vertriebenen Schüler*innen und Lehrer*innen sowie das Bildungssystem ausgesetzt sind
On the Didactic Potential of Internet Memes: Using the Example of Digital Teaching of Russian and Ukrainian Grammar and Pragmatics
No full textСтатья посвящена вопросу использования интернет мемов как дополнительного методического учебного материала в дистанционном обучении грамматике и прагматике русского и украинского языков. Цель статьи – описать особенности интернет-мемов и выявить их дидактический потенциал. В статье представлен обзор актуальных публикаций, посвященных применению мемов в современном образовательном контексте, а также обсуждаются три типа заданий, основанных на мемах. Данная статья показывает, каким образом интернет-мемы могут быть интегрированы в процесс обучения иностранным языкам.The article focuses on internet memes as additional instructional material and deals with the question of their didactic potential when digitally teaching grammar and pragmatics of Russian and Ukrainian. First, the article presents a brief report on investigations into the didactical advantages of memes and their special features and functions. Second, three meme-based task types consulting contemplable literature are discussed. Third, the article shows how memes can be didactically sensibly integrated into digital classes
Issue 2: Digital / Distance learning
No full textA new issue of the Open Access Journal DiSlaw (Didaktik slawischer Sprachen) is now available. The second DiSlaw-issue is dedicated to the topic Distance / Digital Learning that has preoccu-pied us on various levels and has eventually become a new reality since the COVID-19-pandemic hit. The sudden and constant use of digital media for teaching and learning purposes as well as their effective and learning outcome-oriented implementation did indeed pose some new chal-lenges for us. In reference to the ongoing digitisation of teaching and learning materials, Funk (2016, p. 439) points to a “threefold problem”: firstly, teacher educators and textbook authors are being replaced by freelance editors and non-specialist developers; secondly, there appears to be a lack of criteria-based analyses of materials for mobile learning scenarios; lastly, due to the increasing diversity of learning environments and learning paths the weakly established em-pirical impact research on textbooks becomes incrementally less accessible to observation.Eine neue Ausgabe der Open Access Zeitschrift DiSlaw (Didaktik slawischer Sprachen) liegt nun vor. Wir haben dieses zweite Heft dem Thema Distance Learning / Digitales Lernen gewidmet, das uns vor allem seit der COVID-19-Pandemie auf unterschiedlichen Ebenen beschäftigt hat und für viele zur „neuen Realität“ geworden ist. Der plötzliche und ständige Einsatz von digitalen Medien im Unterricht und ihre effektive und lernergebnisorientierte Verwendung stellte uns vor eine ganze Reihe von Herausforderungen. So sieht auch Funk (2016, S. 439) ein „dreifaches Problem“ in der fortschreitenden Digitalisierung von Lehr-/Lernmaterialien: Fachdidaktiker*innen als Lehrwerkautor*innen würden durch freiberufliche Redakteur*innen und fachfremde Entwickler*innen ersetzt werden, es fehle an einer kriteriengeleiteten Analyse des Materials für ortsunabhängige Lernszenarien, und die ohnehin schon schwach ausgeprägte empirische Lehrwerkwirkungsforschung würde durch die Vielfalt der Lernorte und Lernwege einer Beobachtung immer weniger zugänglich sein
Teaching Foreign Languages 4.0: Digitization-Related Competencies for (Prospective) Russian Language Teachers
No full textThis article presents the Moodle course "Teaching Foreign Languages 4.0: Promoting Digital Literacy Among Trainee Teachers". Comprising almost 30 learning units, the course is designed to help (prospective) Russian teachers acquire theoretical knowledge regarding the latest findings in Computer and Media Assisted Language Learning and practice-oriented media skills. In doing so, they will learn how to use different digital tools and applications by working with them in practical and meaningful contexts. The main focus is to try out various digital resources for teaching purposes and evaluate their didactic potential and constraints with regard to different aspects of foreign language teaching. The units of the Moodle course address the demands of distance teaching and equip (prospective) teachers with important skills they will need for distance education settings. The resource can be used in self-study as well as in a blended learning format by students and (pre-service) teachers.Der Beitrag stellt den Moodle-Kurs „Teaching Foreign Languages 4.0: Digitalisierungsbezogene Kompetenzen für (angehende) Russischlehrkräfte“ vor. Bestehend aus knapp 30 Lerneinheiten, soll der Kurs (angehende) Russischlehrkräfte dabei unterstützen, sich zum einen theoretisches Wissen in Bezug auf die neuesten Erkenntnisse im Bereich Media Assisted Language Learning anzueignen und praxis-orientierte Medienkompetenzen zu erwerben. Dabei lernen sie den technischen Umgang mit verschiedenen digitalen Tools, indem sie diese in einem praktischen und bedeutungsvollen Kontext erproben sollen. Das primäre Ziel des Kurses besteht darin, dass verschiedene digitale Ressourcen für Unterrichtszwecke erprobt und deren didaktisches Potenzial sowie die damit einhergehenden Herausforderungen in Hinblick auf verschiedene Aspekte des Fremdsprachenunterrichts reflektiert und evaluiert werden. Die einzelnen Einheiten gehen auf die Anforderungen im Distanzunterricht ein und können (angehende) Lehrkräfte mit wichtigen Kompetenzen ausstatten, die sie auch in Zukunft für die Distanzlehre benötigen werden.Die Ressource kann sowohl im Selbststudium als auch im Blended Learning-Format von Studierenden, Referendar*innen und Lehrkräften genutzt werden