Glottodidactica. An International Journal of Applied Linguistics
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Lösungsentwicklung in der kollegialen Fallberatung: Interaktionsanalytische Perspektiven
Full text linkDer vorliegende Beitrag gibt interaktionsanalytische Einblicke in die Phase der Lösungsentwicklung im Rahmen der kollegialen Fallberatung eines international heterogenen Teams von DaF-Lehrkräften. Untersucht werden die Herausforderungen im Prozess der kokonstruktiven Lösungsentwicklung. Der Fokus liegt dabei auf dem kokonstruktiven Umgang mit Irritationen, die sich für den Fallgeber aus den kollegialen Vorschlägen und Impulsen zur Veränderung einer subjektiven Theorie ergeben. Die narrative Argumentation, ihre interaktiven Potenziale und Grenzen bilden den zweiten analytischen Fokus. Veranschaulicht werden darüber hinaus die Transformationsprozesse, die sich für den Fallgeber interaktiv, kognitiv, reflexiv und aktional vollziehen – nachgezeichnet in der Bewegung von der subjektiven Falldarstellung über die Formulierung eines kollaborativen Ziels bis hin zur reflexiven Ableitung der kokonstruierten Lösung. Die Analyse verdeutlicht die Komplexität und Dynamik des Kompetenzfeldes der kokonstruktiven Lösungsentwicklung und schließt mit einem Plädoyer für eine systematischere Förderung interaktiver Kompetenzen von DaF-Lehrenden. This paper provides an interactional-analytical perspective on the solution development phase in collegial case consultation in an internationally heterogeneous team of teachers for German as a foreign language. The study examines challenges arising in the process of co-constructive solution development, focusing on co-constructive handling of moments of irritation that arise for the case presenter in response to collegial suggestions and impulses for modifying a subjective theory. Narrative argumentation and the transformational processes experienced by case presenters form the second analytical focus. The study concludes with a call for the systematic support of teachers’ interactive competencies in the context of collaborative problem-solving.Niniejszy artykuł przedstawia perspektywę opartą na analizie interakcji dotyczących opracowywania rozwiązań w ramach wspólnej konsultacji przypadków w międzynarodowym zespole nauczycieli języka niemieckiego jako obcego (DaF). Zbadane zostały wyzwania w procesie ko-konstruktywnego opracowywania takich rozwiązań. Szczególny nacisk położono na ko-konstruktywne radzenie sobie z momentami irytacji, które pojawiają się u prezentujących przypadki jako efekt sugestii dotyczących modyfikacji subiektywnej teorii. Argumentacja narracyjna wraz z procesami transformacyjnymi doświadczanymi przez prezentujących przypadki była kolejnym obszarem poddanym analizie. Wyniki badania wskazują na konieczność bardziej systematycznego wspierania kompetencji interaktywnych wśród nauczycieli języka niemieckiego jako obcego w kontekście współtworzenia rozwiązań
An investigation into Moodle quizzes as assessment practices in an online LSP teacher professional development course
Full text linkAlthough quizzes have become widely used for assessment purposes in online courses, the specific types of questions employed in quizzes have received less scholarly attention. To address this gap, this study investigates the question types used in quizzes within an online LSP teacher professional development course (LSP-TEOC.Pro) based on the Moodle platform, the rationale behind the question types and the test takers’ attitudes towards quizzes. The study employed a descriptive research design, incorporating both quantitative and qualitative data. Initially, a descriptive statistical analysis was conducted to identify the question types used in the online LSP-TEOC.Pro course, and the rationale for each question type. Then, interviews were conducted with a group of Turkish native-speaking test takers who voluntarily completed at least four modules during the trial phase of the course (IO6). Findings revealed that a variety of question types was used to evaluate the test takers’ knowledge at both receptive and productive levels. Content analysis of the interview data indicated that test takers found the assessment system used in the online course highly useful for self-evaluating their knowledge of each respective module. The results of this study offer valuable insights for online course designers in designing quizzes for summative assessment purposes.Although quizzes have become widely used for assessment purposes in online courses, the specific types of questions employed in quizzes have received less scholarly attention. To address this gap, this study investigates the question types used in quizzes within an online LSP teacher professional development course (LSP-TEOC.Pro) based on the Moodle platform, the rationale behind the question types and the test takers’ attitudes towards quizzes. The study employed a descriptive research design, incorporating both quantitative and qualitative data. Initially, a descriptive statistical analysis was conducted to identify the question types used in the online LSP-TEOC.Pro course, and the rationale for each question type. Then, interviews were conducted with a group of Turkish native-speaking test takers who voluntarily completed at least four modules during the trial phase of the course (IO6). Findings revealed that a variety of question types was used to evaluate the test takers’ knowledge at both receptive and productive levels. Content analysis of the interview data indicated that test takers found the assessment system used in the online course highly useful for self-evaluating their knowledge of each respective module. The results of this study offer valuable insights for online course designers in designing quizzes for summative assessment purposes
Developing a module structure in an online course for LSP teacher professional development
Full text linkSelf-directed open educational resources can serve as valuable tools for the continuing professional development of LSP teachers. This paper introduces an open educational resource, the LSP-TEOC.Pro course, which has been available since 2023. The course is organised into instructional modules, each serving as a distinct learning block. However, a research gap remains in understanding how intra-module design influences user experience and learning outcomes in self-directed courses. Given that module structure is of utmost importance for efficient learning, the main objective of this paper is to provide an intra-module presentation and analysis from the user perspective with respect to the following elements: difficulty, length and pacing, objectives, development and sequencing, interior feature strands, design, and clarity. The qualitative data were derived from the diaries kept by the course users when engaging with course content, and the open-ended questions in the post-participation surveys completed by the users. The results of the qualitative data analysis concerning module structure revealed overall user satisfaction with the intra-module structure. However, the results also highlight several points for consideration when designing self-directed courses, particularly concerning module design and clarity, efficient use of digital tools, and the users’ needs for feedback and a sense of belonging to a community of practice. These results may assist LSP teacher educators in the application of the LSP-TEOC.Pro course in in-person, blended, or online educational events, as well as course designers of self-directed courses in reflecting on various aspects of structure at the level of individual instructional blocks.Self-directed open educational resources can serve as valuable tools for the continuing professional development of LSP teachers. This paper introduces an open educational resource, the LSP-TEOC.Pro course, which has been available since 2023. The course is organised into instructional modules, each serving as a distinct learning block. However, a research gap remains in understanding how intra-module design influences user experience and learning outcomes in self-directed courses. Given that module structure is of utmost importance for efficient learning, the main objective of this paper is to provide an intra-module presentation and analysis from the user perspective with respect to the following elements: difficulty, length and pacing, objectives, development and sequencing, interior feature strands, design, and clarity. The qualitative data were derived from the diaries kept by the course users when engaging with course content, and the open-ended questions in the post-participation surveys completed by the users. The results of the qualitative data analysis concerning module structure revealed overall user satisfaction with the intra-module structure. However, the results also highlight several points for consideration when designing self-directed courses, particularly concerning module design and clarity, efficient use of digital tools, and the users’ needs for feedback and a sense of belonging to a community of practice. These results may assist LSP teacher educators in the application of the LSP-TEOC.Pro course in in-person, blended, or online educational events, as well as course designers of self-directed courses in reflecting on various aspects of structure at the level of individual instructional blocks
Bericht über die XII. Internationale Nachwuchskonferenz „Junge Forschung im Bereich Deutsch als Fremdsprache”. Marburg, 5.–6. Juni 2025
No full textEvaluating LSP-TEOC.Pro: What we did and what we found out
Full text linkThis article presents an evaluation of the LSP-TEOC.Pro project. It sets out the evaluation methodology applied, how it was implemented and the key evaluation findings. Given the exploratory nature of the project, the range and complexity of the intervening variables involved and logistical constraints, it was not possible to use an experimental evaluation approach. Instead, the evaluation used an approach based on a ‘realist’ and ‘theory-driven’ framework to test whether the ‘mechanisms’ implicit in the project theory of change were supported by the evidence. The evaluation showed that LSP-TEOC.PRO has progressed significantly along its ‘change journey’, although further effort is required going forward to support scaling up and out, so that the project has an impact at the macro level.This article presents an evaluation of the LSP-TEOC.Pro project. It sets out the evaluation methodology applied, how it was implemented and the key evaluation findings. Given the exploratory nature of the project, the range and complexity of the intervening variables involved and logistical constraints, it was not possible to use an experimental evaluation approach. Instead, the evaluation used an approach based on a ‘realist’ and ‘theory-driven’ framework to test whether the ‘mechanisms’ implicit in the project theory of change were supported by the evidence. The evaluation showed that LSP-TEOC.PRO has progressed significantly along its ‘change journey’, although further effort is required going forward to support scaling up and out, so that the project has an impact at the macro level
Academic writing skills in the eyes of university students of English and their teachers
Full text linkDeveloping academic writing skills can often be seen as daunting, both for students and teachers, despite the fact that writing academic texts is an indispensable part of academic achievement. This problem, however, has not been sufficiently addressed in the literature. Thus, the main aim of the study was to explore the English philology university students’ and their teachers’ beliefs regarding academic writing skills in general and their experiences with writing academic texts in particular, as well as their attitudes toward the subject itself. The secondary aim was to see to what extent the students’ opinions correspond with their teachers’ perspective. There were three research questions: (1) What is the English students’ attitude towards academic writing in general? (2) What do the students expect from an academic writing course? (3) What is the English teachers’ perspective on and experience with teaching academic writing? In an effort to answer these questions a diagnostic survey was administered to both English university students (N = 67) and their teachers (N = 15), inquiring about their beliefs, experiences and attitudes. The results confirmed the hypothesis that academic writing is a challenging subject for both students and teachers alike – while the teachers struggle with formulating clear and viable objectives, the students struggle with a number of issues, from text analysis to motivation. In general, the attitudes toward academic writing can be classified as predominantly negative. The results of this mini-project are hoped to give a better insight into the needs and attitudes of both English students and their teachers towards academic writing and might help in identifying possible room for improvement in teaching academic writing skills
Interdisziplinäre Interaktionen und Kooperationen von Lehrkräften in Communities of Practice: Wie lassen sie sich erfassen und beschreiben?
Full text linkIm vorliegenden Beitrag werden die Entwicklung und Erprobung eines Kategoriensystems vorgestellt, das auf der Grundlage der bildungswissenschaftlich orientierten Kokonstruktionsforschung sowie der gesprächsanalytischen Forschung entwickelt wurde. Dabei sollen Kooperationsprozesse in Communities of Practice als kooperative Settings, in denen Lehrkräfte intensiv zusammenarbeiten, erfasst werden. Anhand des Ansatzes der Kokonstruktion als intensive Form der Kooperation wird somit beschrieben, wie Lehrpersonen in solchen communities gemeinsam Wissen und Materialien kokonstruktiv entwickeln. Das vorgestellte Kategoriensystem wurde auf der Grundlage von aufgezeichneten Interaktionen verschiedener communites of practice entwickelt und erprobt, die im Rahmen eines Projektes gemeinsam sprachbildende Unterrichtsmaterialien konstruiert haben. Die Daten wurden zweischrittig analysiert, indem zunächst die dem Gespräch inhärenten Phänomene identifiziert wurden und diese sodann mit einem auf der Basis von gesprächs- und kokonstruktionstheoretischen Kategorien codiert wurden. Das Kategoriensystem wird mit seinen zentralen Ebenen und Oberkategorien beschrieben und anhand von beispielhaft codierten Sequenzen verdeutlicht, dass die entwickelten Kategorien geeignet sind, die Interaktionen bezügliche der inhaltlichen und gesprächsanalytischen Merkmale zu beschreiben. Ein Ausblick auf weitere Analysen wird gegeben.This article presents the development and testing of a category system developed on the basis of educational science-oriented co-construction research and conversation analysis research. The aim is to record cooperation processes in communities of practice as cooperative settings in which teachers are working together intensively. Based on the approach of co-construction as an intensive form of cooperation, the paper describes how teachers in such communities jointly develop knowledge and materials. The category system presented here was developed and tested on the basis of recorded interactions between different communities of practice that jointly constructed language teaching materials as part of a project. The data was analysed in two steps – first by identifying the phenomena inherent in the conversation and then coding them with a category system based on conversation and co-construction theory. The category system is described, with its central and superordinate categories, and exemplary coded sequences are used to illustrate that the developed categories are suitable for describing the interactions with regard to content-related and conversation-analytical characteristics.Niniejszy artykuł przedstawia proces rozwoju i testowania systemu kategoryzacji, który został opracowany na podstawie badań bazujących na naukach edukacyjnych z wykorzystaniem analizy konwersacyjnej. Zakładając, że pojęcie „communities of practice” oznacza środowisko współpracy, w którym nauczyciele ściśle ze sobą kooperują, w artykule przedstawiono ko-konstrukcję jako intensywną formę współpracy. Przedstawiony system kategorii został opracowany i przetestowany na podstawie zarejestrowanych interakcji między różnymi społecznościami praktyków, którzy wspólnie tworzyli materiały do nauczania języków obcych w ramach projektu. Dane analizowano w dwóch etapach: najpierw identyfikowano zjawiska nieodłącznie związane z rozmową, a następnie kodowano je za pomocą systemu kategorii opartego na teorii konwersacji i współkonstrukcji. System kategorii został opisany wraz z jego centralnymi poziomami i nadrzędnymi kategoriami. Przykładowe zakodowane sekwencje wskazują, że opracowane kategorie są odpowiednie do opisywania interakcji w odniesieniu do cech związanych z treścią i analizą konwersacji
Justyna Duch-Adamczyk / Monika Kowalonek-Janczarek / Agnieszka Poźlewicz (Hrsg.). Vermittlung des Ausdrucks von Emotionen im FSU des Deutschen und des Englischen. Wiesbaden: Harrassowitz Verlag. 2024. S. 229
Full text linkLanguage shift in urban spaces and its impact on language pedagogy: Case of Sherpa, Maithili, Newar and Tamang communities in Kathmandu Valley of Nepal
Full text linkThis paper examines the trends of language shift and its impact on language pedagogy, especially in the increasingly multilingual case context of the Kathmandu Valley. The data for this mixed-method study were collected through a survey, interviews and focus group discussion among Sherpa, Newar, Maithili and Tamang speakers who have been living in urban spaces in the Kathmandu Valley. The findings indicate that language shift was commonly observed among these speakers and this shift was towards the dominant languages such as Nepali, English, and Hindi. Such a shift was influenced by the positive socialisation experiences associated with these languages. The research further outlines myriad patterns of language usage and attitudes within the cosmopolitan context impacted by factors such as migration, intermarriage, media discourse, and the social, cultural and educational dimensions associated with these languages. These findings imply that language pedagogy, such as the teaching of Nepali, English and other ethnic languages, should be reconsidered in relation to the changing language shift trends, so that students who have migrated to Kathmandu and are from migrant backgrounds can benefit from the schooling system. Doing so will make an important contribution to revitalising these minority languages and promote the linguistic diversity of the Valley.Celem artykułu jest analiza tendencji zmiany językowej oraz jej wpływu na pedagogikę językową w zróżnicowanym językowo kontekście, jakim jest Dolina Katmandu. Dane empiryczne do niniejszego badania, o charakterze ilościowo-jakościowym, zostały pozyskane za pomocą ankiet, wywiadów oraz dyskusji fokusowych przeprowadzonych wśród użytkowników języków Sherpa, Newar, Maithili oraz Tamang zamieszkujących miejskie obszary Doliny Katmandu. Wyniki wskazują na powszechnie zachodzące zjawisko zmiany językowej w kierunku języków dominujących, takich jak nepalski, angielski oraz hindi, wśród przedstawicieli analizowanych społeczności językowych. Respondenci wskazywali, iż proces ten jest silnie związany z pozytywnymi doświadczeniami socjalizacyjnymi, jakie towarzyszą posługiwaniu się wspomnianymi językami. Badanie identyfikuje również zróżnicowane wzorce użycia języka oraz postawy wobec języków w kontekście kosmopolitycznym, kształtowanym przez takie czynniki, jak migracja, małżeństwa mieszane, przekazy medialne oraz społeczne, kulturowe i edukacyjne uwarunkowania funkcjonowania języków. Uzyskane wyniki sugerują konieczność ponownego przemyślenia strategii pedagogiki językowej, w tym nauczania języka nepalskiego, angielskiego oraz języków etnicznych, w odpowiedzi na obserwowane zmiany językowe. Dostosowanie praktyk edukacyjnych do potrzeb uczniów z doświadczeniem migracyjnym może przyczynić się do skuteczniejszego włączenia ich w system edukacyjny oraz odegrać istotną rolę w rewitalizacji języków mniejszościowych i promocji różnorodności językowej Doliny Katmandu