“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 cas...
Sábháilte in:
| Foilsithe in: | Zeitschrift für Interaktionsforschung in DaFZ |
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| Príomhchruthaitheoir: | |
| Formáid: | Artikel (Zeitschrift) |
| Teanga: | Gearmáinis |
| Foilsithe / Cruthaithe: |
Philipps-Universität Marburg
2024
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| Ábhair: | |
| Rochtain ar líne: | Rochtain ar líne |
| Clibeanna: |
Níl clibeanna ann, Bí ar an gcéad duine le clib a chur leis an taifead seo!
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| Achoimre: | 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. |
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| DOI: | 10.17192/ziaf.2024.4.1.8684 |