2024
2024-09-24
10.17192/ziaf.2024.4.1.8684
urn:nbn:de:hebis:04-0009-2024-315-86844
keine Angabe
“Take on my role” – Mehrsprachige Praktiken eines non-native foreign language teachers mit Arabisch als Erstsprache
In foreign language teaching, native speakers are not always the ones teaching the target language. But what is the role of a teacher‘s multilingual skills when teaching German as a foreign language (GFL), and how are these skills used, promoted, or required by learners in the classroom? Using a case study of GFL taught to adults in Jordan, this article examines the languages, communicative strategies and multilingual practices employed by the non-native foreign language teacher. The results show that the teacher’s own multilingual profile positively influences the presence of multilingualism in the classroom. This article provides a theoretical introduction to the topic, followed by an overview of the case study and its design. In the context of foreign language teaching, the specific phases of a lesson and the reasons why teachers switch languages and use multilingualism will then be investigated using discourse analysis methods. The focus is on the teacher’s strategies during classroom interactions.
Unterrichtsinteraktion
(non-native) foreign language teachers
Mehrsprachigkeit
classroom interaction
language alternation
Fremdsprachenlehrkräfte
case study
multilingualism
Sprachenwechsel
Fallstudie
4
https://doi.org/10.17192/ziaf.2024.4.1
Wechselwirkungen zwischen Unterricht und Lebenswelt
https://journals.uni-marburg.de/0009/2024/315/cover.png
1
urn:nbn:de:hebis:04-0009-2024-3157
Vol 4 No 1 (2024)
PeriodicalPart
2024
2024-09-24
urn:nbn:de:hebis:04-00094
2750-249X
Sprachwissenschaft, Linguistik
Language, Linguistics
Fachbereich Germanistik und Kunstwissenschaften
https://journals.uni-marburg.de/0009/cover.png
3101186-X
Periodical
Deutschhausstraße 9, 35037 Marburg
Marburg
Philipps-Universität Marburg
Zeitschrift für Interaktionsforschung in DaFZ
application/pdf
2024-09-24
application/pdf
https://journals.uni-marburg.de/0009/2024/315/8684/8684.png
Unterrichtsinteraktion
https://doi.org/10.17192/ziaf.2024.4.1.8684
Zeynep
Kalkavan-Aydın
Kalkavan-Aydın, Zeynep
(non-native) foreign language teachers
Universitätsbibliothek Marburg
Publikationsserver der Universitätsbibliothek Marburg
In foreign language teaching, native speakers are not always the ones teaching the target language. But what is the role of a teacher‘s multilingual skills when teaching German as a foreign language (GFL), and how are these skills used, promoted, or required by learners in the classroom? Using a case study of GFL taught to adults in Jordan, this article examines the languages, communicative strategies and multilingual practices employed by the non-native foreign language teacher. The results show that the teacher’s own multilingual profile positively influences the presence of multilingualism in the classroom. This article provides a theoretical introduction to the topic, followed by an overview of the case study and its design. In the context of foreign language teaching, the specific phases of a lesson and the reasons why teachers switch languages and use multilingualism will then be investigated using discourse analysis methods. The focus is on the teacher’s strategies during classroom interactions.
2024-09-24
Mehrsprachigkeit
2024-09-25
classroom interaction
urn:nbn:de:hebis:04-0009-2024-315-86844
language alternation
article
“Take on my role” – Mehrsprachige Praktiken eines non-native foreign language teachers mit Arabisch als Erstsprache
2024
Fremdsprachenlehrkräfte
case study
German
multilingualism
Sprachenwechsel
Fallstudie
PRESERVATION_MASTER
VIEW
PDF
PRESERVATION_MASTER
application/pdf
8432
//journals.uni-marburg.de/ziaf/article/download/8684/8432
8432