“Follow-up Group Conversations about a Film in Intercultural Spanish as a Foreign Language Lessons of a German High School”
Submitted by:
Janina Miriam Vernal Schmidt
Abstract:
This proposal presents findings of a qualitative study, which was undertaken in a 12th grade of a German high school. The study setting involves film as a cultural resource and makes use of the task-based approach for intercultural learning. The analysis tool used is the documentary method, which allows to reconstruct the patterns of orientation in everyday (school) practice from data material such as group discussions/conversations.
The study seeks to work out different social practices in pupils’ follow-up group conversations about film sequences in a Spanish as a foreign language lesson. The conversations are meant to be initiated by intercultural tasks (e. g. change of perspectives). The aspects reconstructed so far include for instance institutional/school practices, language use practices in different interactional contexts, pupils’ translation practices, film interpretation practices as well as pupils’ cultural orientations and concepts.
Based on empirical outcome, this study may give useful insights into the interpretation practices of pupils which de facto take place when they are confronted with film and tasks typically used for intercultural learning in foreign language teaching.
Literature
BYRAM, Michael (1997): Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
KEPSER, Matthis (2015): „Transkulturelle Bildung mit Film im Deutschunterricht. Eine kulturwissenschaftliche Ergründung des Handlungsfelds“. In: DAWIDOWSKI, Christian / HOFFMANN, Anna Rebecca / WALTER, Benjamin (Hrsg.): Inter-/ Transkulturalität in Drama und Film. Frankfurt a.M. [u.a.]: Peter Lang, 77–106.
PRZYBORSKI, Aglaja /& WOHLRAB-SAHR, Monika (2014): Qualitative Sozialforschung. Ein Arbeitsbuch. München: Oldenbourg.
VERNAL SCHMIDT, Janina (2015): „Kulturwissenschaftliche Zugänge zu Filmanalysen. Ein Beitrag zum Spanischunterricht in der Sekundarstufe II“. In: KÜSTER, Lutz / LÜTGE, Christiane / WIELAND, Katharina (Hrsg.): Literarisch-ästhetisches Lernen im Fremdsprachenunterricht. Frankfurt a.M.: Lang, 143–162.