Kreativ-poetische Mitgestaltung von Sprache und Gesellschaft als Zielhorizont eines literarisch-fundierten DaF/DaZ-Unterrichts.
| Autoři | |
|---|---|
| Rok publikování | 2023 |
| Druh | Kapitola v knize |
| Fakulta / Pracoviště MU | |
| Citace | |
| Popis | This article presents the concept of literary-based foreign and second language teaching, the aim of which we define as the "creative-poetic co-design of language and society" (Riedner/Dobstadt 2019). The basic idea is that language in the process of learning is not adopted as something prefabricated, but rather is creatively altered and poetically co-designed from the very beginning - just like the society into which the language learners are growing or of which they are going to be part of. Such foreign and second language education requires a reconceptualization of German as the subject of learning: it should not only to be taken seriously as a pluricentric language, but also as open for change and always in motion. This rethinking seems to us to be a necessary change of perspective in the face of the changed demands on language teaching in the context of today's post-modern, post-migrant, post-colonial societies. Based on concrete examples, we show how an approach to language didactics can look that does not remain limited to the one-sided privileging of the conventional side of speaking, the binding of meaning to presumably fixed cultural contexts and the fixation on authenticity, but shows language in its richness of meaning, its changeability and its literariness and thus makes use of its full meaning making potential (Kramsch 2006); this approach invites learners to creative-poetic participation in the language game from the very beginning (cf. Daase 2021). Finally, the consequences of this concept of foreign and second language teaching for the (self-)understanding of learners and teachers are discussed. |
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