Vorschläge zu Lernzielen und zur Evaluierung interkulturellen Lernens im Kontext DaF?
DOI:
https://doi.org/10.32870/vel.vi1.9Keywords:
cultural learning, intercultural learning, German as a foreign language, evaluationAbstract
In spite of a sizeable literature relating to the topic of intercultural learning, the profession still lacks agreement pertaining to the content objectives, teaching approaches, and forms of assessment that such learning entails in the context of foreign language teaching.
This contribution offers seven theses which invite agreement regarding the importance of intercultural learning as a formal part of language learning, and which point to the need for assessments of such learning. Five learning objectives are proposed which require students to document their observations of cultural products, practices and perspectives of both the home and target cultures, which require comparison, critical analyses, and provide insights into the complex nature of cross cultural phenomena. Cultural learning is seen as a learning process with cognitive, behavioral and affective components rather than learning a set of concrete facts.
The appendix to the paper offers an outline of a portfolio approach which can be used by teachers and learners to demonstrate that the learning objectives in the area of cross-cultural learning have been achieved.
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