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Zur Bedeutung des Schüleraustausches für interkulturelles Lernen

100%
Jakosz M.
Glottodidactica
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2022
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vol. 49
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issue 2
47-65
EN
Intercultural education is one of the most important goals of contemporary foreign language teaching. In order to keep pupils strongly motivated to learn foreign languages, they must be made to understand what benefits can be gained from a good command of foreign languages. It is due to international pupil exchanges that young people have the opportunity to come into direct contact with a foreign language, to experience foreign culture in real communicative situations, and in the process verify or overcome deeply rooted stereotypes and prejudices about certain nations. In the article, the author presents quantitative questionnaire results, which allows him to identify the heterostereotypes of Polish and German pupils as well as their attitude towards historical events and current bilateral relations. Additionally, the impact of pupil exchanges on how representatives of both nations see each other and on their further contacts has been discussed. The results obtained can serve not only as guidelines on how to work with stereotypes and prejudices in foreign language classes, but they might also help in effective preparation for the scheduled pupil exchange.
2
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Ängste und Sprechhemmungen bei multikulturellen Schüleraustauschprojekten am Beispiel einer Schülerbegegnung zwischen Berlin und Poznań

100%
Schmidt-Bernhardt A., Adamczak-Krysztofowicz S., Storozenko V.
Glottodidactica
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2022
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vol. 49
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issue 2
157-180
EN
In this article, the authors concentrate on the manifestations of fears and speaking anxiety in multicultural student exchange projects. In the first part, numerous facets of speaking anxiety in different contexts are presented, including its potential causes and symptoms. The authors then proceed to discuss student encounters and student exchange projects in an intercultural context. In the empirical part, they present the initial results of the study on (not only) language anxiety experienced during a German-Polish student exchange between Poznań and Berlin in autumn 2018. Finally, some implications for dealing with speaking anxiety experienced in foreign language learning/teaching and during student exchange projects are suggested.
3
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Lehrmaterialangebot für den schulischen Nachbarsprachenunterricht. Ein deutsch-niederländischer Vergleich

99%
Boonen U. K., Jentges S., Konrad T.
Glottodidactica
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2018
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vol. 45
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issue 1
7-26
PL
This paper discusses the differences between teaching Dutch in Germany and German in the Netherlands, while considering the challenges teachers are confronted with, e.g. the lack of appropriate textbooks. In particular, the composition and method of some textbooks for Dutch and German are presented and evaluated with regard to their practicality in the classroom. It is striking that textbooks for German are written in Dutch, and that pupils even have to work out tasks in Dutch and not in the target language, while there is merely one textbook in Germany for school-based teaching, lacking a consideration of school types, age groups, and prior knowledge. Even though the conditions of neighbouring language teaching are particularly diverse, teachers on both sides are in urgent need of more innovative and improved teaching material which ensures that pupils are able to develop and improve their language skills, as well as their intercultural competences.
4

Austausch am eigenen Leib erfahren – die Rolle der Reflexion für angehende Lehrende in interkulturellen Begegnungen

80%
Bodył D., Chmielewska-Molik K., Gorąca-Sawczyk G.
Germanica Wratislaviensia
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2018
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vol. 143
457 - 470
DE
In dem Beitrag wird dargestellt, welche Rolle die Reflexion in der Bildung von Fremdsprachenlehrenden spielt und wie sie in handlungsorientierten Vorgehensweisen entwickelt werden kann. Das Ziel des Artikels ist es, die Ergebnisse einer Befragung unter acht Masterstudierenden der Angewandten Linguistik, die zu Deutsch- und Englischlehrenden ausgebildet werden und an dem deutsch-polnischen Seminar zum Thema Schüleraustausch in Kreisau teilgenommen haben, zu präsentieren. Die Möglichkeit, sich mit den deutschen Kollegen (jungen Lehrenden im Referendariat) auszutauschen, hat bei den Studierenden das Gefühl der Zugehörigkeit zur Lehrerschaft ausgelöst und ihnen gezeigt, dass sie einen großen Einfluss auf die Entwicklung interkultureller Kompetenz bei ihren SchülerInnen haben.
EN
The paper describes the role of reflection in training foreign language teachers and shows how it can be fostered in the initiatives based on the concept of learning by doing. The purpose of this article is to present the results of an opinion poll on the reflections of 8 MA students of Applied Linguistics who are training to become German and English teachers and who took part in a Polish-German Seminar on school exchanges in Krzyżowa. Having had the opportunity to share their knowledge and experiences with young teachers from Berlin also gave them the feeling of being a part of the teaching community and showed them that they can have a great impact on the development of intercultural competence by their own pupils. It also contributed to developing their own intercultural competence.
5
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Deutsch-französischer Schüleraustausch zwischen neuen Herausforderungen und neuen Perspektiven infolge der Corona-Pandemie

80%
Jourdy N.
Glottodidactica
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2022
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vol. 49
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issue 2
91-108
EN
The present paper examines the impact of the COVID 19-pandemic on school exchanges between Germany and France. Furthermore, it investigates teachers’ and students’ experiences with distance learning during this period. We highlight that the pandemic has generated many exceptional challenges, especially for vulnerable students. However, the pandemic-induced constraints have also stimulated the development of new didactic approaches, tools and methods. Therefore, we can speak about the new opportunities in the domain of education, and most precisely, for school exchanges.
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