Perspectives on the German "Energiewende": Culture and Ecology in German Instruction

Autor/in	Berg, Bartell M.
Titel	Perspectives on the German "Energiewende": Culture and Ecology in German Instruction
Quelle	In: Unterrichtspraxis/Teaching German, 46 (2013) 2, S.215-229 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/tger.10142
Schlagwörter	German; Second Language Instruction; Second Language Learning; Standards; Teaching Methods; Role; Foreign Countries; Nuclear Energy; Units of Study; Environmental Education; Cultural Awareness; Cross Cultural Studies; Germany + Suchen Sie Ihr Suchwort? Deutscher; Fremdsprachenunterricht; Zweitsprachenerwerb; Standard; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Ausland; Atomenergie; Kernenergie; Lerneinheit; Umweltbildung; Umwelterziehung; Umweltpädagogik; Cultural identity; Kulturelle Identität; Cultural comparison; Kulturvergleich; Deutschland
Abstract	This article addresses a dual desire for teaching units that (1) incorporate green issues into the language curriculum, (2) fulfill the need for comparative cultural studies in the language classroom, and (3) incorporate the ACTFL "Standards for Foreign Language Learning." Included are a review of recent approaches to teaching culture in the German curriculum, the role of the "Standards" in culture instruction, and an instructional approach, "Stationenlernen," that may be adaptable to teaching culture. After reflection on affective considerations and the intercultural stance, the article outlines a teaching unit for intermediate and early-advanced German instruction. The exploration of the German "Energiewende" and cultural perspectives that underlie the resistance to atomic energy in Germany will appeal to instructors challenged with integrating environmental culture into the German curriculum. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10