Auf deutsch, bitte!:Target language use among in-service teachers of German.

The present study investigates the use of German by teachers in GFL (German as a foreign language) classrooms in Dutch secondary education. It explores to what extent and in which classroom situations German is used, and whether a discrepancy exists between desired and actual use. Furthermore, this study aims to clarify what factors affect Target Language (TL) use including both hindering and fostering factors. In addition, we determine the impact of individual factors and discuss to what extent the curricular and linguistic situation of German in the Netherlands affects TL use. The results are based on a quantitative analysis of a questionnaire regarding their TL use, which was filled in by 32 GFL teachers. These teachers indicate that they speak German mainly when they give positive feedback, standard instructions, and general and individual orders or warnings, when they help during individual work, and when they discuss reading and listening texts. The complexity of the lesson content, students’ reactions to TL use, and the teachers’ own language proficiency are indicated as most important when deciding whether or not to use the TL. Desired and perceived TL use differ marginally

How course books of modern foreign languages foster communicative grammar teaching.

Tammenga-Helmantel, M. & Maijala, M, (2019). The position of grammar in Finnish, Dutch, and global course books for German as a foreign language. Language Teaching Research, 23(5), 562-584. doi: https://doi.org/10.1177/1362168817752542       </p

Auf deutsch, bitte!: Target language use among in-service teachers of German.

The present study investigates the use of German by teachers in GFL (German as a foreign language) classrooms in Dutch secondary education. It explores to what extent and in which classroom situations German is used, and whether a discrepancy exists between desired and actual use. Furthermore, this study aims to clarify what factors affect Target Language (TL) use including both hindering and fostering factors. In addition, we determine the impact of individual factors and discuss to what extent the curricular and linguistic situation of German in the Netherlands affects TL use. The results are based on a quantitative analysis of a questionnaire regarding their TL use, which was filled in by 32 GFL teachers. These teachers indicate that they speak German mainly when they give positive feedback, standard instructions, and general and individual orders or warnings, when they help during individual work, and when they discuss reading and listening texts. The complexity of the lesson content, students’ reactions to TL use, and the teachers’ own language proficiency are indicated as most important when deciding whether or not to use the TL. Desired and perceived TL use differ marginally

the status and future of sport management: a delphi study

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Landeskunde im Kontext. Die Umsetzung von theoretischen Landeskundeansätzen in DaF-Lehrwerken

Cultural content as well as intercultural and culture-reflective aspects are key concepts in foreign language pedagogy. But how are these key concepts reflected in teaching practice and teaching materials? This book provides a sound theoretical basis of research concerning both teaching materials and culture pedagogy. In a contextualized textbook analysis, we explore to what extent research insights are integrated into six frequently used Dutch and Polish course books for beginning adolescent learners of German. A selection of good practice examples from international teaching materials display the implementation of various cultural contents and provide input for a wide array of cultural activities and teaching objectives, which can be directly implemented in teaching practice

Landeskunde im Kontext. Die Umsetzung von theoretischen Landeskundeansätzen in DaF-Lehrwerken

Contains fulltext : 219938.pdf (publisher's version ) (Open Access)Cultural content as well as intercultural and culture-reflective aspects are key concepts in foreign language pedagogy. But how are these key concepts reflected in teaching practice and teaching materials? This book provides a sound theoretical basis of research concerning both teaching materials and culture pedagogy. In a contextualized textbook analysis, we explore to what extent research insights are integrated into six frequently used Dutch and Polish course books for beginning adolescent learners of German. A selection of good practice examples from international teaching materials display the implementation of various cultural contents and provide input for a wide array of cultural activities and teaching objectives, which can be directly implemented in teaching practice.192 p

Kultureller und sprachlicher Vielfalt auf der Spur: D-A-CH(-L)-Praxis in polnischen und niederländischen DaF-Lehrwerken

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