Original scientific paper
https://doi.org/10.17234/ZGB.33.4
Foreign Language Teaching between ›Informed Monolingualism‹ and ›Informed Multilingualism‹
Mirela Landsman Vinković
; University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, Croatia
Abstract
The following article presents the findings of a study conducted among MA students specializing in Teaching German as a Foreign Language (DaF) during their mandatory internships in secondary education. The study aims to examine which components of their language repertoire are used during supervised teaching sessions or considered in the development of lesson plans. The analysis focuses on language comparison and code-switching, offering insights into specific languages used in teaching German as a foreign language, the rationale behind their use, and the timing of their application. The findings contribute to the design of foreign language lessons that is aligned with the principles of multilingual didactics.
Keywords
code-switching; DaF teaching; MA students of Teaching German as a Foreign Language (DaF); multilingual didactics; language comparison
Hrčak ID:
325964
URI
Publication date:
31.12.2024.
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