L1+L2 Dialogues in German Lessons at Primary School: Slam Poetry and Performativity
Submitted by:
Dennis Tark
Abstract:
This conceptual paper is situated as an exploration of the potential of slam poetry in promoting dialogic language skills through creative language engagement in the primary school context. Drawing on examples from personal teaching experiences, the paper explores the question: How can the use of slam poetry serve as an effective tool for promoting dialogic language skills and collaboration between L1 and L2 speakers in German lessons in primary school?
Starting dialogues in German lessons can pose a significant challenge for primary school teachers, particularly when teaching L1 and L2 speakers in the same class. This challenge arises from the fact that both groups of students tend to get stuck in one-word sentences (Tark, in print). However, the use of materials, physical movements, and access to information through various channels can enhance linguistic performance, which encompasses language use and performativity defined by Bryant and Zepter as a "special connection between speaking and acting" (2022, p. 39).
Within the field of German as L1 and L2, there is an emerging discourse on performative language didactics. Moreover, there have been several attempts to come up with new approaches to studying performativity as well as action-oriented activities in German lessons (Bryant & Zepter, 2022; Hille & Schiedermair, 2021, p. 157). The development of intertextual competencies, particularly in the context of intercultural skills, appears to play a crucial role in German language education. These competencies can be gained and further improved through performative dialogic interactions.
In light of these considerations, slam poetry appears to be a suitable tool for promoting dialogic language skills through creative language engagement in the primary school context. Slam poetry is a dynamic form of spoken word performance that combines poetic expression with elements of performance art, often delivered with passion and rhythm. Furthermore, slam poetry provides opportunities for L2 speakers to actively participate in classroom activities and collaborate with L1 speakers. This collaboration serves as the foundation for knowledge transfer as well as mediation and translanguaging between L1 and L2 speakers, thereby minimising the differences between L1 and L2 groups.
The purpose of this talk is to introduce the idea of using slam poetry in class to enhance dialogical skills between L1 and L2 speakers. Theoretical points will be illustrated with examples from my own teaching experience. One of the ways of using slam poetry in primary school involves creating, presenting and discussing acrostic poems and haikus that students have written themselves. Poeticising everyday, seemingly mundane events and things that are relevant for children can motivate them to start dialogical activities and provide engaging topics for discussions. In this case language acquisition occurs through action, interaction, creativity, and implicit grammar instruction.
The described approach aims to provide a framework and a method that teachers can employ when working with culturally and linguistically diverse groups to facilitate L1 acquisition.
Bryant, D. & Zepter, A.L. (2022). Performative Zugänge zu Deutsch als Zweitsprache (DaZ). Tübingen: Narr Francke Attempto.
Hille, A. & Schiedermayr, S. (2021). Literaturdidaktik Deutsch als Fremd- und Zweitsprache. Tübingen: Narr Francke Attempto.
Schäfer, Gerd E. (2001). Prozesse frühkindlicher Bildung, verfügbar unter: https://www.hf.uni-koeln.de/data/eso/File/Schaefer/Prozesse_Fruehkindlicher_Bildung.pdf
Tark, D. (in print). Durch Kreativität zu sprachlichen Handlungen im DaZ-Förderunterricht der Grundschule: Erprobung von Appliqués in der schulpraktischen Übung angehender Lehrkräfte.