Terms of Engagement: Teaching the African Diaspora in German-Speaking Europe

Autor/in	Nenno, Nancy P.
Titel	Terms of Engagement: Teaching the African Diaspora in German-Speaking Europe
Quelle	In: Unterrichtspraxis/Teaching German, 52 (2019) 2, S.167-171 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/tger.12100
Schlagwörter	German; Guidelines; Rating Scales; Second Language Learning; Second Language Instruction; Language Variation; Blacks; Self Concept; Foreign Countries; Immigrants; Cultural Awareness; Language Proficiency; Intercultural Communication; Sociocultural Patterns; Comparative Analysis; Task Analysis; Race; Minority Groups; Models; Cultural Pluralism; Multilingualism; Germany; Austria; Europe + Suchen Sie Ihr Suchwort? Deutscher; Richtlinien; Rating-Skala; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachenvielfalt; Black person; Schwarzer; Selbstkonzept; Ausland; Immigrant; Immigrantin; Immigranten; Cultural identity; Kulturelle Identität; Language skill; Language skills; Sprachkompetenz; Interkulturelle Kommunikation; Soziokulturelle Theorie; Aufgabenanalyse; Rasse; Abstammung; Ethnische Minderheit; Analogiemodell; Kulturpluralismus; Mehrsprachigkeit; Multilingualismus; Deutschland; Österreich; Europa
Abstract	Striving to be more representative in their answer to the question, "What is German," many programs are expanding their curricula to include the history and perspectives of Black Germans and Austrians. Through discussion of a course on "Die afrikanische Diaspora im deutschsprachigen Europa," this article argues that examining texts by Germans and Austrians of African descent as well as by immigrants from Africa through the lens of cultural proficiency addresses a key component of both the ACTFL Proficiency Guidelines and the Common European Framework of Reference for Languages (CEFR), namely intercultural competence. Comparative tasks that explore sociocultural perspectives obtained through the medium of the target language can defamiliarize seemingly-familiar concepts including race, nationality, and identity. Precisely because Black German Studies focuses on the interplay of power relations between dominant and minority cultures within Germanophone cultures, it may provide a model of "intercultural" competence through the analysis of the successes and failures of "intracultural" proficiency. Finally, the article considers the need to uncouple language and cultural/national identity in the European Germanophone context while simultaneously addressing the global demand for multicultural and multilingual competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01