A Systemic Functional Linguistics Approach to Instructional Design for L2 German: Connecting Language and Content

Autor/in	Kuhn-Brown, Kerstin
Titel	A Systemic Functional Linguistics Approach to Instructional Design for L2 German: Connecting Language and Content
Quelle	In: Unterrichtspraxis/Teaching German, 54 (2021) 2, S.217-238 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/tger.12172
Schlagwörter	German; Second Language Learning; Second Language Instruction; Linguistics; Teaching Methods; Language Styles; Advanced Students; Higher Education; Web Sites; Novels; Narration; Language Role; Interpersonal Communication; Culturally Relevant Education; Instructional Materials; Content and Language Integrated Learning; Foreign Countries; Instructional Design; Germany + Suchen Sie Ihr Suchwort? Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachstil; Fortgeschrittener; Hochschulbildung; Hochschulsystem; Hochschulwesen; Web-Design; Novel; Roman; Interpersonale Kommunikation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; CLIL; Lernkonzept; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Deutschland
Abstract	The creation of pedagogical activities in line with genre-based approaches has substantially shaped world language curriculum design and instruction, as seen in Martin (2002a), Crane (2006), and Maxim (2004); however, an insignificant number of principled guidelines suggests exactly how to achieve these pedagogical goals (Kubota, 2016; Ryshina-Pankova, 2016; Schleppegrell, 2019). To this end, this article demonstrates how a genre-based textual analysis through the lens of Systemic Functional Linguistics (SFL) serves as a useful methodology for advanced learners of German at the university level. It introduces a unique online venue for exploring the GDR and selects Karin Bloth's narrative "Stark und ohnmächtig zugleich" (2004) from this website to conduct an SFL-informed analysis regarding its generic structure, interpersonal meanings, and participant voices. The findings about the narrator's inner conflict as well as the social functions of language are directly applied to specific suggestions for pedagogical activities. The article concludes with a discussion of the benefits and implications of this methodology as a tool for world language educators to support their analyses of culturally relevant materials in order to develop content- and language-integrated pedagogical activities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01