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Almut Hille / Simone Schiedermair. Literaturdidaktik Deutsch als Fremd- und Zweitsprache. Eine Einführung für Studium und Unterricht. Tübingen: Narr Francke Attempto. 2021. S. 342

100%
Janachowska-Budych M.
Glottodidactica
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2022
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vol. 49
|
issue 2
213-214
DE
Almut Hille / Simone Schiedermair. Literaturdidaktik Deutsch als Fremd- und Zweitsprache. Eine Einführung für Studium und Unterricht. Tübingen: Narr Francke Attempto. 2021. S. 342
2
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Karl Esselborn. Interkulturelle Literaturvermittlung zwischen didaktischer Theorie und Praxis. Iudicium: München 2010, 302 S.

100%
Janachowska-Budych M.
Glottodidactica
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2012
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vol. 39
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issue 2
117-118
3
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Jörg Roche, Gesine Lenore Schiewer (Hrsg.). Identitäten – Dialoge im Deutschunterricht. Schreiben – Lesen – Lernen – Lehren. Unter konzeptueller Assistenz und mit Originalbeiträgen von José F. A. Oliver, Zehra Çirak, Akos Doma, Michael Stavarič. Tübingen: Narr Francke Attempto. 2017, S. 157.

100%
Janachowska-Budych M.
Glottodidactica
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2019
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vol. 46
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issue 1
258-260
4
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Perspectives for foreign language teachers’ professional development in the German-Polish border region

63%
Lis T., Janachowska-Budych M.
Glottodidactica
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2020
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vol. 47
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issue 2
153-168
EN
The aim of the paper is to identify key areas as well as to offer an overview of significant topics that should be addressed within training for foreign language teachers, enabling them to use the educational potential of the German-Polish border region in intercultural foreign languages teaching. In order to achieve this goal, in the first part of the paper the main concepts of pupiloriented education in a border region will be described (i.e. cross-border cooperation, learner-orientation, region-orientation, participation, sustainability, and competence for successful living and communicating in a border region), as they give insights into the essential fields of knowledge and skills that should be aimed at in terms of teacher-oriented activities during the process of professionalisation. On this basis, in the second part of the article, concrete recommendations on priority topics within the professional development of foreign language teachers will be made, according to the specific educational potential of the German-Polish border region.
5
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Bericht über die internationale Arbeitstagung. MEMODICS + Kulturelles Gedächtnis und Erinnerungsorte im sprach- und kulturdidaktischen Kontext, Poznań 23-25.05.2014

63%
Chmielewska K., Janachowska-Budych M.
Glottodidactica
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2014
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vol. 41
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issue 2
131-133
6
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Intersektionelle Filmanalyse in der fremdsprachigen Kulturdidaktik am Beispiel des MigrantInnenbildes in ausgewählten Culture-Clash-Komödien

63%
Lis T., Janachowska-Budych M.
Glottodidactica
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2019
|
vol. 46
|
issue 1
39-53
DE
The aim of the following paper is to discuss the image of migrants presented inselected culture-clash comedies, and its didactical contribution to transcultural learning. The intersectional analysis of three film sequences conducted in the framework of university classes (seminars and workshops) on intercultural communication is described as a starting point for discussion and reflection upon the stereotyped, and popularised images of migrants as people with specific qualities and skills, certain social backgrounds, and typical patterns of behaviour. The critical analysis of such images supports transcultural learning, which is understood, among others, as bringing aspects of the development of individual as well as collective identities into question, and acknowledging heterogeneity and diversity as cultural and social enrichment.
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