Mapping Memory and Historical Literacy onto the German Curriculum

Autor/inn/en	Wagner, Susanne M.; Hoecherl-Alden, Gisela
Titel	Mapping Memory and Historical Literacy onto the German Curriculum
Quelle	In: Unterrichtspraxis/Teaching German, 53 (2020) 1, S.35-54 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1221
DOI	10.1111/tger.12117
Schlagwörter	German; History Instruction; Literacy; Language Proficiency; Second Language Learning; Second Language Instruction; Cultural Awareness; Interdisciplinary Approach; Scaffolding (Teaching Technique); Undergraduate Students; Critical Thinking; Self Concept; College Second Language Programs; Guidelines; German Literature; Films; Architecture; Course Content; Learning Activities; Teaching Methods; Memory; Foreign Countries; Germany; Austria; Switzerland + Suchen Sie Ihr Suchwort? Deutscher; History lessons; Geschichtsunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kritisches Denken; Selbstkonzept; Richtlinien; Deutsche literatur; Film; Architektur; Kursprogramm; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Gedächtnis; Ausland; Deutschland; Österreich; Schweiz
Abstract	More than ever, faculty need to ensure that undergraduate curricula not only provide students with tools to gain linguistic proficiency but also teach them to analyze both written and visual information to attain historical literacy. Developing both intercultural proficiency and insights into various historical memorialization processes ensures that students can identify intertextual references, appreciate how their own culture memorializes its past, and understand how the past relates both to personal identity and collective identity formation. This article outlines how German programs might integrate historical inquiry into all levels of the curriculum and how language students learn to apply a cultural memory framework to the analysis of literature, film, and architecture from German-speaking countries. Since linguistic and cultural competence are linked, it also examines how to advance both through historic content, how to sequence activities, and how to engage learners more deeply. Ultimately, this article concludes that students develop an interest in history and advance their linguistic and cultural literacy through scaffolded, interdisciplinary, and relevant instruction. (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	2024/1/01