Representations of Diversity in a Novice-Level Language Classroom and Beyond: An Engaging Semester Project

Autor/in	Rothe, Lucian
Titel	Representations of Diversity in a Novice-Level Language Classroom and Beyond: An Engaging Semester Project
Quelle	In: NECTFL Review, (2023) 90, S.11-30 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-5965
Schlagwörter	Diversity; Second Language Learning; Second Language Instruction; Language Proficiency; Curriculum Development; German; Instructional Materials; Material Development; Stereotypes; Communities of Practice; Student Attitudes; Feedback (Response); Learning Experience; Assignments; Native Speakers; Program Descriptions; Language Usage; Portfolios (Background Materials); Educational Technology; Educational Objectives; Scoring Rubrics; Creativity; Undergraduate Students; Outcomes of Education + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Deutscher; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Klischee; Community; Schülerverhalten; Lernerfahrung; Assignment; Auftrag; Zuweisung; Muttersprachler; Sprachgebrauch; Educational objective; Bildungsziel; Erziehungsziel; Scoring formulas; Auswertungsbogen; Kreativität; Lernleistung; Schulerfolg
Abstract	Teacher-scholars have called upon fellow language educators to redevelop curricula at all proficiency levels to portray the lived experiences of target language (TL) speakers. This article presents a semester-long project that contributes to developing diverse teaching materials for college-level learners at the novice level. Via an ePortfolio with 10 tasks (virtual and in-person), 20 learners of a second-semester German course explored connections with the TL locally and broadened their understanding of language-community membership beyond stereotypical notions of native speakers. Participants' feedback demonstrated how this project positively impacted students' learning experiences and reflected learners' strong desire for similar assignments in future courses. The findings speak to strategies of how educators can help beginning learners find connections to the TL in local contexts and investigate the diverse lived experiences of TL speakers abroad. The project's approaches, flexible format, and outcomes are easily implemented across various proficiency levels, world languages, and institutional contexts. (As Provided).
Anmerkungen	Northeast Conference on the Teaching of Foreign Languages. 2400 Main Street, Buffalo, NY 14214. e-mail: info@nectfl.org; Web site: https://www.nectfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01